(navigation image)
Home American Libraries | Canadian Libraries | Universal Library | Community Texts | Project Gutenberg | Children's Library | Biodiversity Heritage Library | Additional Collections
Search: Advanced Search
Anonymous User (login or join us)
Upload
See other formats

Full text of "Bulletin of Wake Forest University"

Bulletin of 

Wake Forest 
College 

and the School of 
Business and 
Accountancy 

The Undergraduate Schools 
of Wake Forest University 



$0/ prfi 1/771 \A> 







WAKE FOREST 



UNIVERSITY 



1986-1987 



Digitized by the Internet Archive 

in 2012 with funding from 

University of North Carolina at Chapel Hill 



http://archive.org/details/bulletinofwakefo19861987 



New Series April 1986 Volume 81, Number 3 













Bulletin of 

Wake Forest 
College 

and the School of 
Business and 
Accountancy 

The Undergraduate Schools 
of Wake Forest University 

Announcements for 

1986-1987 

Bulletin of Wake Forest University is published seven times annually in February, March, April, May, June, July, and August by the 

University at Winston-Salem, North Carolina 

Second class postage paid at Winston-Salem, North Carolina 

USPS 078-320 

Printed by Winston Printing Company, Winston-Salem, North Carolina 27105 



The Academic Calendar 



Fall Semester 1986 



August 

August 

August 

August 

August 

August 

August 

September 

September 

September 

October 

October 

November 

December 
December 
December 

December 
December 



December 
January 



21 
21-26 

23 
23-25 

24 

25, 26 

27 
2 
9 

23 

V 

17 

27-30 

1 

5 

8-10 

11 
12, 13 



December 15, 16 



17- 
12 



Thursday 

Thursday- 
Tuesday 
Saturday 

Saturday- 
Monday 
Sunday 

Monday, 
Tuesday 

Wednesday 

Tuesday 

Tuesday 

Tuesday 

Friday 

Friday 

Thursday- 
Sunday 

Monday 

Friday 

Monday- 
Wednesday 

Thursday 

Friday, 
Saturday 

Monday, 
Tuesday 

Wednesday- 
Sunday 



Residence halls open at 8 a.m. for first year 

students 
Orientation for first year students 

Residence halls open at 10 a.m. for transfer 

students 
Orientation for transfer students 

Residence halls open at noon for returning 

students 
Registration for all courses 

Classes begin 
Opening Convocation 
Last day to add courses 
Last day to drop courses 
Fall holiday 
Midterm grades due 
Thanksgiving recess 

Classes resume 
Classes end 
Examinations 

Reading day 
Examinations 

Examinations 

Christmas recess 

1986 







JANUARY 










FEBRUARY 










MARCH 










APRIL 






s 


M 


T W T 

1 2 


F 

3 


S 

4 


S 


M 


T W T 


F 


S 

1 


S 


M 


T W T 


F 


S 

1 


S 


M 


T W T 

1 2 3 


F 
4 


S 

5 


5 


b 


7 8 9 


10 


11 


2 


3 


4 5 6 


7 


8 


2 


3 


4 5 6 


7 


8 


6 


7 


8 9 10 


11 


12 


12 


13 


14 15 16 


17 


18 


9 


10 


11 12 13 


14 


15 


9 


10 


11 12 13 


14 


15 


13 


14 


15 16 17 


18 


19 


19 


20 


21 22 23 


24 


25 


16 


17 


18 19 20 


21 


22 


16 


17 


18 19 20 


21 


22 


20 


21 


22 23 24 


25 


26 


26 


27 


28 29 30 


31 




23 


24 


25 26 27 


28 




23 

30 


24 
31 


25 26 27 


28 


29 


27 


28 


29 30 










MAY 










JUNE 










JULY 










AUGUST 






S 


M 


T W T 


F 


R 


S 


M 


T W T 


F 


S 


S 


M 


T W T 


F 


S 


S 


M 


T W T 


F 


S 






1 


2 


3 


1 


2 


3 4 5 


6 


7 






1 2 3 


4 


5 








1 


2 


4 


5 


6 7 8 


9 


10 


8 


9 


10 11 12 


13 


14 


6 


7 


8 9 10 


11 


12 


3 


4 


5 6 7 


8 


9 


11 


12 


13 14 15 


16 


17 


15 


16 


17 18 19 


20 


21 


13 


14 


15 16 17 


18 


19 


10 


11 


12 13 14 


15 


16 


18 


19 


20 21 22 


7,\ 


24 


22 


2:1 


24 25 26 


27 


28 


20 


21 


22 23 24 


25 


26 


17 


1R 


19 20 21 


22 


23 


25 


26 


27 28 29 


30 


31 


29 


30 








27 


26 


29 30 31 






24 
31 


25 


26 27 28 


29 


30 






SEPTEMBER 










OCTOBER 










NOVEMBER 










DECEMBER 






S 


M 

1 


T W T 

2 3 4 


F 
5 


S 
6 


S 


M 


T W T 

1 2 


F 

3 


S 

4 


S 


M 


T W T 


F 


S 

1 


S 


M 

1 


T W T 

2 3 4 


F 
5 


S 

6 


7 


8 


9 10 11 


12 


13 


5 


6 


7 8 9 


10 


1 1 


2 


3 


4 5 6 


7 


8 


7 


8 


9 10 11 


12 


13 


14 


lb 


16 17 18 


19 


20 


12 


13 


14 15 16 


17 


1B 


9 


10 


11 12 13 


14 


15 


14 


15 


16 17 18 


19 


20 


21 


22 


23 24 25 


26 


27 


19 


20 


21 22 23 


24 


25 


16 


17 


18 19 20 


21 


22 


21 


22 


23 24 25 


26 


27 


28 


29 


30 






26 


27 


28 29 30 


31 




23 

30 


24 


25 26 27 


28 


29 


28 


29 


30 31 







Spring Semester 1987 



January 


11 


Sunday 


Residence halls open at noc 


January 


12, 13 


Monday, 
Tuesday 


Registration for all courses 


January 


14 


Wednesday 


Classes begin 


January 


27 


Tuesday 


Last day to add courses 


February 


5 


Thursday 


Founders' Day Convocation 


February 


10 


Tuesday 


Last day to drop courses 


March 


6 


Friday 


Midterm grades due 


March 


7-15 


Saturday- 
Sunday 


Spring recess 


March 


16 


Monday 


Classes resume 


April 


20 


Easter 








Monday 


Regular class day 


May 


1 


Friday 


Classes end 


May 


4-6 


Monday- 
Wednesday 


Examinations 


May 


7 


Thursday 


Reading day 


May 


8, 9 


Friday, 
Saturday 


Examinations 


May 


11, 12 


Monday, 
Tuesday 


Examinations 


May 


17 


Sunday 


Baccalaureate 


May 


18 


Monday 


Commencement 



1987 







JANUARY 










FEBRUARY 










MARCH 










APRIL 






s 


M 


T W T 


F 


S 


S 


M 


T W T 


F 


S 


S 


M 


T W T 


F 


S 


s 


M 


T W T 


F 


S 






1 


2 


3 


1 


2 


3 4 5 


6 


7 


1 


2 


3 4 5 


6 


7 






1 2 


3 


4 


4 


5 


6 7 8 


9 


10 


8 


9 


10 11 12 


13 


14 


8 


9 


10 11 12 


13 


14 


5 


6 


7 8 9 


10 


11 


11 


12 


13 14 15 


16 


17 


15 


16 


17 18 19 


20 


21 


15 


16 


17 18 19 


20 


21 


12 


13 


14 15 16 


17 


18 


18 


19 


20 21 22 


23 


24 


22 


23 


24 25 26 


27 


28 


22 


23 


24 25 26 


27 


28 


19 


20 


21 22 23 


24 


25 


25 


26 


27 28 29 


30 


31 












29 


30 


31 






26 


27 


28 29 30 










MAY 










JUNE 










JULY 










AUGUST 






S 


M 


T W T 


F 
1 


S 
2 


s 


V 

1 


T W T 

2 3 4 


F 
5 


S 
6 


S 


M 


T W T 

1 2 


F 
3 


S 

4 


S 


M 


T W T 


F 


S 

1 


3 


4 


5 6 7 


8 


9 


7 


8 


9 10 11 


12 


13 


5 


6 


7 8 9 


10 


11 


2 


3 


4 5 6 


7 


8 


10 


11 


12 13 14 


15 


16 


14 


15 


16 17 18 


19 


20 


12 


13 


14 15 16 


17 


18 


9 


10 


11 12 13 


14 


15 


17 


18 


19 20 21 


22 


23 


21 


22 


23 24 25 


26 


27 


19 


20 


21 22 23 


2- 


25 


16 


17 


18 19 20 


21 


22 


24 


25 


26 27 28 


29 


30 


28 


29 


30 






26 


27 


28 29 30 


31 




23 


24 


25 26 27 


26 


29 


31 






























30 


31 












SEPTEMBER 










OCTOBER 










NOVEMBER 










DECEMBER 






S 


M 


T W T 


F 


S 


s 


M 


T W T 


F 


S 


S 


M 


T W T 


F 


S 


S 


M 


T W T 


F 


S 






1 2 3 


4 


5 






1 


2 


3 


1 


2 


3 4 5 


6 


7 






1 2 3 


4 


5 


6 


7 


8 9 10 


11 


12 


4 


5 


6 7 8 


9 


10 


8 


9 


10 11 12 


13 


14 


6 


7 


8 9 10 


11 


12 


13 


14 


15 16 17 


18 


19 


11 


12 


13 14 15 


16 


17 


15 


16 


17 18 19 


20 


21 


13 


14 


15 16 17 


18 


19 


20 


21 


22 23 24 


25 


26 


18 


19 


20 21 22 


23 


24 


22 


23 


24 25 26 


27 


28 


20 


21 


22 23 24 


25 


26 


27 


28 


29 30 






25 


26 


27 28 29 


30 


31 


29 


30 








27 


28 


29 30 31 







The Bulletin 



The Academic Calendar 2 

The University 8 

Buildings and Grounds 9 

Libraries 10 

Computer Center 11 

Recognition and Accreditation 12 

The Undergraduate Schools 13 

Wake Forest College 14 

Statement of Purpose 14 

History and Development 15 

Student Life 22 

Student Government 22 

Student Union 23 

Residence Councils 24 

Interfraternity and Intersociety Councils 24 

Honor Societies and Professional Fraternities 24 

Academic Awards 25 

Intramural Athletics 26 

Intercollegiate Athletics 26 

Religious Activities 27 

Cultural Activities 27 

Career Planning and Placement .28 

University Counseling Center 28 

Student Health Service 29 

Procedures 30 

Admission 30 

Application , 30 

Early Decision 31 

Admission of Handicapped Students 31 

Advanced Placement and CLEP 32 

Admission of Transfer Students 32 

Expenses 32 

Tuition 33 

Room Charges 33 

Food Services 33 

Other Charges 33 

Refunds 34 

Housing 35 

Academic Calendar 35 

Orientation and Advising 35 

Registration 36 

Classification 36 



Class Attendance 36 

Auditing Classes 37 

Dropping a Course 37 

Withdrawal from the College 38 

Examinations 38 

Grading 38 

Grade Reports and Transcripts 39 

Dean's List 39 

Graduation Distinctions 39 

Repetition of Courses 40 

Probation 40 

Requirements for Continuation 41 

Requirements for Readmission 41 

Summer Study 42 

Transfer Credit 42 

Scholarships and Loans 43 

Scholarships 43 

Federal Financial Aid Programs 50 

Exchange Scholarships 52 

Loans 53 

Concessions 54 

Other Financial Aid 54 

Special Programs 56 

Honors Study 56 

Open Curriculum 56 

Residential Language Centers 56 

Foreign Area Studies 56 

Study at Salem College 57 

Opportunities for Study Abroad 57 

London 57 

Venice 57 

France 57 

Spain 57 

India 58 

Independent Study 58 

Requirements for Degrees 59 

Degrees Offered 59 

General Requirements 59 

Basic Requirements 60 

Divisional Requirements 60 

Requirement in Health and Sport Science 61 

Proficiency in the Use of English 61 

Basic and Divisional Requirements 61 

Declaring a Major 62 

Maximum Number of Courses in a Department 63 

Options for Meeting Major Requirements 63 



Double Majors and Joint Majors 63 

Minors 63 

Interdisciplinary Minors 63 

Foreign Area Studies 65 

Combined Degrees in the School of Law 66 

Combined Degrees in Medical Sciences 66 

Combined Degrees in Medical Technology 67 

Degrees in the Physician Assistant Program 67 

Degrees in Microbiology , 68 

Degrees in Dentistry 68 

Degrees in Engineering 68 

Degrees in Forestry and Environmental Studies 69 

Courses of Instruction— Wake Forest College 70 

Anthropology 70 

Art 74 

Asian Studies 78 

Biology 79 

Chemistry 84 

Classical Languages 86 

Economics 90 

Education 94 

English 100 

German 106 

Health and Sport Science 108 

History 113 

Humanities 117 

Interdisciplinary Honors 119 

Mathematics and Computer Science 122 

Military Science 126 

Music 127 

Natural Sciences 134 

Philosophy 134 

Physics 138 

Politics 141 

Psychology 146 

Religion 150 

Romance Languages 155 

Sociology 166 

Speech Communication and Theatre Arts 170 

School of Business and Accountancy 177 

Objectives 177 

Admission 177 

Transfer of Credit from Other Schools 178 

Requirements for Continuation 178 

Requirements for Graduation 178 

Senior Honors Program 179 



7 

Courses of Instruction 179 

Business 179 

Accountancy 181 

Degrees Conferred 183 

Honor Societies 193 

Enrollment 195 

The Board of Trustees 198 

The Board of Visitors 199 

School of Business and Accountancy Advisory Council 201 

The Administration 202 

The Undergraduate Faculties 211 

Emeriti 227 

The Committees of the Faculty 229 

Index 234 

i'.i'j , 




Reynolda Hall 



The University 



Wake Forest University is characterized by its devotion to liberal learning and 
professional preparation for men and women, its strong sense of community and 
fellowship, and its encouragement of free inquiry and expression. 

Founded in 1834 by the Baptist State Convention of North Carolina, the school 
opened its doors on February 3 as Wake Forest Institute, with Samuel Wait as 
principal. It was located in the Forest of Wake County, North Carolina, on the 
plantation of Calvin Jones, near which the Village of Wake Forest later developed. 

Rechartered in 1838 as Wake Forest College, it is one of the oldest institutions 
of higher learning in the state. It was exclusively a college of liberal arts for men 
until 1894, when the School of Law was established. The School of Medicine, 
founded in 1902, offered a two-year medical program until 1941. In that year the 
School was moved from the Town of Wake Forest to Winston-Salem, became 
associated with the North Carolina Baptist Hospital, and was renamed the Bowman 
Gray School of Medicine in honor of the benefactor who made possible the move 
and expansion to a full four-year program. In 1942 Wake Forest admitted women 
as regular undergraduate students. 

A School of Business Administration was established in 1948 and for over two 
decades offered an undergraduate program of study in business. In 1969 the 
undergraduate school was succeeded by the department of business and accountancy 
and the department of economics in Wake Forest College; at the same time the 
Babcock Graduate School of Management was established. In 1980 the 
undergraduate program in business and accountancy was reconstituted as the 
undergraduate School of Business and Accountancy. The Division of Graduate 
Studies was established in 1961. It is now organized as the Graduate School and 
encompasses advanced work in the arts and sciences on both the Reynolda and 
Hawthorne campuses in Winston-Salem. The summer session was inaugurated in 
1921. 

In 1946 the Trustees of Wake Forest College and the Baptist State Convention of 
North Carolina accepted a proposal by the Z. Smith Reynolds Foundation to relocate 
the non-medical divisions of the College in Winston-Salem, where the School of 
Medicine was already established. The late Charles H. Babcock and his wife, the 
late Mary Reynolds Babcock, contributed a campus site, and building funds were 
received from many sources. Between 1952 and 1956 the first fourteen buildings 
were erected in Georgian style on the new Winston-Salem campus. In 1956 the 
College moved all operations, leaving the 122-year-old campus in the Town of Wake 
Forest to the Southeastern Baptist Theological Seminary. 

The decade that followed was the College's most expansive., and in 1967 its 
augmented character was recognized by the change in name to Wake Forest 
University. Today, enrollment in all schools of the University stands at over 5,000. 
Governance remains in the hands of the Board of Trustees, and development for 
each of the six schools of the University is augmented by Boards of Visitors for the 
undergraduate schools and Graduate School, the School of Law, the Graduate School 
of Management, and the School of Medicine and by the Advisory Council for the 



School of Business and Accountancy. A joint board of University Trustees and 
Trustees of the North Carolina Baptist Hospital is responsible for the Medical Center, 
which includes the hospital and the School of Medicine. Alumni and parents' 
organizations are also active at Wake Forest, and support by the Z. Smith Reynolds 
Foundation and other foundations and corporations is strong and continuing. 

Wake Forest's relationship with the Baptist State Convention is an important part 
of the school's heritage. Wake Forest's founders proposed to establish an institution 
that would provide education under Christian influences. The basis for the 
continuing relationship between the University and the Convention is a mutually 
agreed-upon covenant which expresses the Convention's deep interest in Christian 
higher education and the University's desire to serve the denomination as one of 
its constituencies. Wake Forest receives financial and intangible support from 
Convention-affiliated churches. 

The College, School of Business and Accountancy, Graduate School, School of 
Law, and Graduate School of Management are located on the Reynolda Campus 
in northwest Winston-Salem. The Bowman Gray School of Medicine is about four 
miles away, near the city's downtown on what is known as the Hawthorne Campus. 
The University also offers instruction regularly at Casa Artom in Venice, at Worrell 
House in London, and in other places around the world. 

The College offers courses in more than forty fields of study leading to the 
baccalaureate degree. The School of Business and Accountancy offers courses of 
study leading to the baccalaureate in business and accountancy. The School of Law 
offers the Juris Doctor and the Graduate School of Management, the Master of 
Business Administration. In addition to the Doctor of Medicine degree, the School 
of Medicine offers through the Graduate School programs leading to the Master 
of Science and Doctor of Philosophy degrees in the basic medical sciences. The 
Graduate School confers the Master of Arts, Master of Arts in Education, and Master 
of Science degrees in the arts and sciences and the Doctor of Philosophy degree 
in biology and chemistry. 

Buildings and Grounds 

The Reynolda Campus of Wake Forest is situated on approximately 320 acres; its 
physical plant consists of over thirty buildings, most of which are of modified 
Georgian architecture and constructed of Old Virginia brick trimmed in granite and 
limestone. The Reynolda Gardens annex, consisting of about 150 acres and including 
Reynolda Woods, Reynolda Village, and Reynolda Gardens, is adjacent to the 
campus. The Graylyn Estate, an educational conference center, is nearby. 

Wait Chapel is named in memory of the first president of the College. Its main 
auditorium seats 2,300 and is also the home of the Wake Forest Baptist Church. 
The Wait Chapel tower contains the Janet Jeffrey Carlile Harris Carillon, an 
instrument of forty-eight bells. Wingate Hall, named in honor of President Washington 
Manly Wingate, houses the department of religion, the offices of the University 
Chaplaincy and the Wake Forest Baptist Church, and other classrooms and offices. 

Reynolda Hall, across the upper plaza from Wait Chapel, is an administration 
building and student center. Most administrative offices for the Reynolda Campus 



10 

are there, along with the Student Union, other student activities, and the computer 
center. The Z. Smith Reynolds Library houses the main collection of books and 
documents on the Reynolda Campus. Along with eight floors of open stacks, having 
a capacity for about 1,000,000 volumes, it has reading and reference rooms for study 
and some academic offices. The department of economics is also in the library. 

Winston Hall houses biology and psychology; Salem Hall, the chemistry and physics 
departments. Both buildings have laboratories as well as classrooms and special 
research facilities. Harold W. Tribble Hall accomodates the humanities and social 
science departments and has a curriculum materials center, an honors seminar room, 
a philosophy library and seminar room, and a larger lecture area, DeTamble 
Auditorium, with an adjacent exhibition gallery. Instruction in business, accountancy, 
and mathematics is carried out in Charles H. Babcock Hall, which also houses the 
Babcock Graduate School of Management. The School of Law occupies Guy T. 
Carswell Hall. 

The James R. Scales Fine Arts Center is of contemporary design appropriate to the 
functions of studio art, theatre, musical performances, and instruction in art history, 
drama, and music. Off its lobby is a large gallery for special exhibitions. In the art 
wing are spacious studios for drawing, painting, sculpture, and printmaking, along 
with a smaller gallery and classrooms. In the theatre wing are design and production 
areas and two technically complete theatres, the larger of traditional proscenium 
design and the smaller for experimental ring productions. The music wing contains 
Brendle Hall for concerts and lectures, classrooms, practice rooms for individuals 
and groups, and the offices of the music department. 

The William N. Reynolds Gymnasium has classrooms for instruction in health and 
sport science, courts for indoor sports, a swimming pool, and offices for the 
department of health and sport science and for military science. Adjacent are tennis 
courts, sports fields, a track, an Indoor Tennis Center, and the Athletic Center for in- 
tercollegiate athletics. 

There are seven residence halls for undergraduate men: Kitchin House, Poteat House, 
Davis House, Taylor House, Huffman Hall, Palmer, and Piccolo. For women there are 
four residence halls: Bostwick, Johnson, Babcock, and Efird Hall. West Hall and South 
Hall house men and women. Just off the main campus are apartment buildings 
for faculty and married students, and there is a town house apartment building 
on campus. Students may choose to live in theme housing in the faculty apart- 
ments or in French House, Spanish House, or Gentian House. 

Libraries 

The libraries of Wake Forest University support research in undergraduate 
education and in each of the disciplines in which a graduate degree is offered. An 
endowment provided by a substantial gift from the Mary Reynolds Babcock 
Foundation and another from the late Nancy Reynolds have been assigned to the 
sustained expansion and development of library resources, especially to support 
the graduate program. The libraries of the University hold membership in the 
Association of Southeastern Research Libraries. 

The library collections total 965,379 volumes. Of these, 733,902 consitute the general 



11 

collection in the Z. Smith Reynolds Library, 100,853 are housed in the School of 
Law, 115,742 in the library of the Bowman Gray School of Medicine, and 14,882 in 
a relatively new library in the Babcock Graduate School of Management. 
Subscriptions to 11,573 periodicals and serials, largely of scholarly content, are main- 
tained by the four libraries of the University. The holdings of the Z. Smith Reynolds 
Library also include 30,014 reels of microfilm, 666,171 pieces of microcards, microprint, 
and microfiche, and 84,380 volumes of United States government publications. 

Special collections cover the works of selected late nineteenth and early twentieth 
century English and American writers, and include pertinent critical material. Among 
the special collections are a Mark Twain collection, a Gertrude Stein collection, and 
the Ethel Taylor Crittenden Collection in Baptist history. The acquisition of the 
Charles H. Babcock Collection of Rare and Fine Books represents an important 
addition to the resources of the Z. Smith Reynolds Library. 

Another of the library's notable special collections is the Artom Collection. It is 
a clipping file which covers major national and international events from 1948 to 
the present. 

In addition to on site resources, the library staff offers access to numerous data 
bases throughout the country for the instantaneous retrieval of information from 
a variety of sources. 

The library instructional program includes an orientation workshop in research 
methods, assistance in independent and directed studies, and bibliographic 
presentations as requested by faculty. 

Computer Center 

The computer center supports University instructional, research, and 
administrative needs. There are terminals for student and faculty use in various 
places on campus. The two main terminal clusters for students are in the computer 
center in Reynolda Hall and in the library. The University has two computers. A 
Hewlett Packard 3000 Series 44 system, used by the administration, has two million 
bytes of memory and 524 bytes of disc storage. The Prime 750, installed in February, 
1982, is used primarily for instruction and research. It has three million bytes of 
memory and 1,275 million bytes of disc storage. 

Computer languages available include FORTRAN, FORTRAN77, BASIC, COBOL, 
RPG II, Assembler, Pascal, and PL/1. Statistical packages such as SPSSX, BMDP, 
IDA, Minitab, and TSP can be used for data analysis, forecasting, and financial model- 
ing. Two graphics software packages, TELAGRAF and DISSPLA, are recent addi- 
tions to the Prime. A graphics workstation, added in the fall of 1985, works with 
the graphics software. The workstation includes a six-pen plotter and a Polaroid 
palette for making prints or slides of the screen contents. 

In addition to the facilities at the computer center, a remote batch connection with 
the Triangle Unversities Computing Center (TUCC) and its IBM 3081 makes access 
to other statistical packages (notably SAS) possible, and makes the programs pro- 
vided by the North Carolina Educational Computing Services (NCECS) available 
to Wake Forest computer users. Wake Forest is a member of the Inter-University 
Consortium for Political and Social Research (ICPSR) located at the University of 



12 

Michigan. Membership in ICPSR provides faculty and students with access to a 
large library of data files, including public opinion surveys, cross-cultural data, finan- 
cial data, and complete census data. Various departments on campus use microcom- 
puters for research and teaching, and most use microcomputers for word processing. 

Recognition and Accreditation 

Wake Forest College was first accredited by the Southern Association of Colleges 
and Schools, the regional accrediting agency, in 1921. The reaccreditation of 1965 
included the master's and doctoral degree programs in the Division of Graduate 
Studies. The University's accreditation was last reaffirmed in December, 1975. The 
University is currently conducting a special self-study for the Southern Associa- 
tion which will culminate in a visit by an Association committee in the fall of 1986 
and reaffirmation of accreditation in December of 1987. 

The Bowman Gray School of Medicine is a member of the Association of American 
Medical Colleges and is on the approved list of the Council on Medical Education 
of the American Medical Association. The School of Law is a member of the Associa- 
tion of American Law Schools and is listed as an approved school by the Council 
of the Section of Legal Education and Admissions to the Bar of the American Bar 
Association and by the Board of Law Examiners and the Council of the North 
Carolina State Bar. The Babcock Graduate School of Management and the School 
of Business and Accountancy are accredited by the American Assembly of Collegiate 
Schools of Business. The program in counseling leading to the Master of Arts in 
Education degree is accredited by the National Council for the Accreditation of 
Teacher Education. 

Wake Forest University is a member of many of the major institutional organiza- 
tions and associations at the national, regional, and state-wide levels, including the 
following: the American Council on Education, the Association of American 
Colleges, the National Association of Independent Colleges and Universities, and 
the Council of Graduate Schools in the United States; the Southern Association 
of Colleges and Schools, the Southern Universities Conference, and the Council 
of Southern Graduate Schools; and the North Carolina Association of Colleges and 
Universities and the North Carolina Association of Independent Colleges and 
Universities. In addition, many offices of the University are members of associa- 
tions which, focus on particular aspects of University administration. 

Wake Forest has chapters of the principal national social fraternities, professional 
fraternities, and honor societies, including Phi Beta Kappa and Sigma Xi. There 
is an active chapter of the American Association of University Professors on campus. 



13 



The Undergraduate Schools 



There are two undergraduate schools at Wake Forest University, Wake Forest 
College and the School of Business and Accountancy. The undergraduate schools 
are governed by the Board of Trustees and by their respective faculties and 
administration. Responsibility for academic administration is delegated by the 
president and trustees to the provost, who is chief academic officer of the University. 
The deans of the schools are responsible for academic planning and administration 
for their schools. Collaborating with the dean of Wake Forest College are associate 
and assistant deans and the vice president and assistant vice president for 
administration and planning and the assistant vice president for student affairs, 
who coordinate student services. Other officers in the area of student services are 
the dean of students, who directs residential, social, and cultural life with the 
assistance of a professional staff; and the directors of the University Health Service 
and the University Counseling Center. A list of administrative offices is found in 
this bulletin beginning on page 202. In many administrative areas responsibility is 
shared, or advice is given by the faculty committees listed in this bulletin beginning 
on page 229. 




President Thomas K. Hearn Jr. 



14 

Wake Forest College 

Wake Forest College is the undergraduate school of arts and sciences of Wake Forest 
University. It is the center of the University's academic life; through it the University 
carries on the tradition of preparing men and women for personal enrichment, 
enlightened citizenship, and professional life. 

Wake Forest College is a place of meeting. Its teachers and students are of diverse 
backgrounds and interests, and that diversity is crucial to the distinctive character 
of the College. Wake Forest continually examines its educational purpose and 
evaluates its success in fulfilling it. A formal statement of purpose was prepared 
as part of the school's decennial reaccreditation process and was adopted by the 
Board of Trustees. 

Purpose 

The people who wrote the Statement of Purpose were guided by the history of 
Wake Forest, particularly the history of its expressed and implied objectives. Their 
goal was to articulate the attributes which make Wake Forest distinctive. 

"We believe," they said, "that Wake Forest should be as good an academy as 
possible. We believe that diversity should exist in the faculty, staff, and student body 
and that such diversity is necessary as Wake Forest seeks to meet its educational 
responsibilities, and as a guide to those who must make the decisions which will 
determine the school's character in the future." 

Following is the official statement of purpose of Wake Forest College. 

Statement of Purpose 

Wake Forest is a university entrusted with a vital religious heritage and 
an equally vital tradition of academic freedom. Recognizing the special 
character of its obligation as an educational institution, Wake Forest assumes 
the responsibility of insuring that the Christian faith will be an integral 
part of the University's common life. The University maintains its historic 
religious perspective through an association with the Baptist churches of 
North Carolina, the visible symbol and the ministry of the campus church, 
the chaplaincy, and the Christian commitment of individuals within the 
faculty and the administration. At Wake Forest, those who represent this 
perspective engage in a continuing dialogue with those of other views who 
join with them in dedication to teaching and learning. Together they assume 
responsibility for the integrity of the institution and for its commitment 
to academic excellence. 

In keeping with its belief in the value of community, Wake Forest also 
recognizes an obligation to preserve its atmosphere of mutual respect and 
of openness to diverse interests and concerns. Its religious heritage, which 
continues to find expression in tradition, ritual, and convocation, provides 
unifying and sustaining values beneficial to the whole community. Because 
of its heritage, Wake Forest fosters honesty and good will, and it encourages 



15 

the various academic disciplines to relate their particular subjects to the 
fundamental questions which pertain to all human endeavor. 

Along with the value of community, Wake Forest respects the value of 
the individual, which it expresses through it's concern for the education 
of the whole person. In view of this concern, a basic curriculum composed 
of the liberal arts and sciences is essential to the objectives of the College. 
This means that though the usefulness of professional and technical courses 
is acknowledged, it is necessary that such courses be related to a 
comprehensive program of humanistic and scientific studies. In particular, 
this objective requires an acceptable level of proficiency in those linguistic 
and mathematical skills which are basic to other pursuits. It also calls for 
a study of the major contributions from one or more representative areas 
within the natural sciences, the social sciences, and the humanities, in- 
cluding an examination of integrating disciplines such as religion, 
philosophy, and history. Such a course of study, when made an essential 
part of the total offering, prevents the premature specialization which 
threatens effective communication among the disciplines, and it addresses 
the fundamental as well as the vocational needs of the student. Wake Forest 
expects that all of the courses in its curriculum will make significant 
demands upon the talents of the student and will encourage the develop- 
ment of a humane dispostition and an inquiring spirit. 

History and Development 

Since 1834 Wake Forest College has persevered— sometimes barely— through wars, 
economic crises, and controversy. In spite of these difficulties, perhaps because of 
them, the College has developed its distinctive pattern of characteristics: tenacity, 
independence, a fierce defense of free inquiry and expression, and a concern that 
knowledge be used responsibly and compassionately. 

That these qualities have often been passed along to Wake Forest's students is 
evident in the lives many have led. That these characteristics have served the school 
well is displayed by its growth from a small sectarian school to one of the nation's 
significant small private universities. 

A brief history of Wake Forest is useful in understanding the University as it is 
today and appreciating the process through which it developed. 

The founding of Wake Forest College in 1834 was one manifestation of the 
intellectual and humanitarian reform movement in North Carolina and the nation 
during the 1830s. The beginnings of the College and the formation of the Baptist 
State Convention of North Carolina were closely interwoven: a leading motive for 
the organization of the Convention was that it serve as an agency for establishing 
an institution that would provide education under Christian influences. 

The leaders in the movement for Convention and College were ministers and 
laymen from diverse backgrounds: Martin Ross, a North Carolinian; Thomas 
Meredith, a graduate of the University of Pennsylvania; and Samuel Wait, a graduate 
of Columbian College in Washington, DC. The inspiration of Ross, the scholarship 
of Meredith, and the leadership of Wait combined to lead the Baptists of North 



16 

Carolina into the formation of the Baptist State Convention on March 26, 1830. Wait 
was appointed as the Convention's agent to explain to churches, associations, and 
others the need for a college to provide "an education in the liberal arts in fields 
requisite for gentlemen." 

For nearly three years Wait traveled over the state in his wagon, speaking to a 
large number of the approximately 15,000 Baptists who lived in the Piedmont and 
coastal counties. Perhaps as many as one-half opposed missions, education, and 
other benevolences, but after two years of educational canvassing Wait reported 
enough sentiment in favor of the program of the Convention to proceed. 

A 600-acre plantation, located sixteen miles north of Raleigh, was purchased from 
Calvin Jones in 1832 for $2,000, and the North Carolina Legislature was asked to 
grant a charter for a literary institution based on the manual labor principle. The 
lobbying of opponents, both Baptist and non-Baptist, was effective; only the tie- 
breaking vote of William D. Moseley, speaker of the Senate and a graduate of the 
University of North Carolina, secured passage of the charter-granting bill. It was 
a meager charter, subject to various restrictions and limited to a period of twenty 
years, but the birth of Wake Forest had been achieved. Its subsequent growth would 
be the result of creative adjustments and successful responses to a series of other 
challenges. 

After his successful three-year canvass of the state, Samuel Wait was elected 
principal of the new institution. Sixteen students registered on February 3, 1834; 
before the end of the year seventy-two had enrolled. The manual labor principle, 
adopted as a partial means of financing the institution, was abandoned after five 
years, and the school was rechartered in 1838 as Wake Forest College. 

The economic crisis of 1837 had such an adverse effect that support for the College 
and student enrollment steadily declined; only a loan of $10,000 from the State 
Literary Fund in 1841 prevented bankruptcy. During these years of arduous struggle 
to keep the College alive, President Wait exhausted his physical strength and con- 
tracted an illness which forced him to resign the presidency in 1845. 

William Hooper succeeded Wait, and the prospects of the College became brighter. 
Hooper, a grandson of one of North Carolina's three signers of the Declaration of 
Independence, had received his education at the University of North Carolina. As 
a native North Carolinian with family connections extending over several generations, 
he was able to mobilize public opinion in support of the College. 

After Hooper's resignation the Trustees elected to the presidency Professor of 
Mathematics John B. White, a graduate of Brown University. Since the mortgages 
on the physical facilities had been paid during Hooper's tenure, fund raising efforts 
during President White's administration could be concentrated on increasing the 
College endowment. The Trustees authorized a capital campaign and selected as 
its leader Washington Manly Wingate, an 1849 graduate who within a year and a 
half raised approximately $33,000. 

But the temper of the times was unsuited to leadership by a Northerner, and 
President White resigned in 1854. The Trustees chose as his successor Wingate, then 
twenty-six years old and the first alumnus of the College to serve as president. Under 
his vigorous leadership, which spanned nearly three decades, the quality of students 
improved and new faculty members were added. During the first eight years of 



17 

Wingate's administration, sixty-six students graduated— more than half of the total 
graduated during the first twenty-three years in the life of the College. In 1857 
President Wingate launched a campaign to produce an additional endowment of 
$50,000, over one-half of which was raised in a single evening during the 1857 meeting 
of the Convention. 

This period of growth and expansion was cut short by the division of the nation 
in 1861. The Conscription Act of 1863 did not exempt students, and for three years 
of the Civil War the College suspended operations. The buildings were used briefly 
for a girls' school; after 1863 the Confederate government used College facilities 
as a military hospital. 

Following Sherman's march through the South and Lee's surrender at Appomattox, 
a peace of desolation pervaded the region. Supporters of Wake Forest surveyed what 
remained; College buildings, now leaky and in poor repair; approximately $11,700 
from a pre-war endowment of $100,000; the former president and faculty; a loyal 
group of Trustees. There was also something else: an indomitable spirit of 
determination that Wake Forest should emerge from the wreck of the war and fulfill 
its mission. 

The needs of the College were great and financial prospects poor, but in November, 
1865, barely six months after the end of the war, nine members of the Board of 
Trustees, acting with unwarranted courage, authorized the resumption of classes. 
Wingate was persuaded to resume the presidency, and on January 15, 1866, fifty- 
one students enrolled. The number increased as the South and its economy slowly 
recovered. 

President Wingate realized that the people of North Carolina had to be awakened 
to the need for education in the renascent south, and that they must be persuaded 
that Wake Forest could help serve that need. To launch this campaign, a Baptist- 
sponsored, statewide educational convention was held in Raleigh, but before funds 
could be collected, the financial crisis of 1873 ended all immediate hope for 
endowment. The failure of the 1873-74 fund raising campaign placed the College 
in a precarious position. The triple encumbrances of war, reconstruction, and 
financial panic made it evident that little money could be raised in North Carolina. 
The Committee on Endowment of the Board of Trustees appointed James S. Purefoy, 
a local merchant and Baptist minister, as agent to solicit funds in the Northern states 
for continued operation of the College. While serving as treasurer of the Board before 
the war, he had salvaged $11,700 from the pre-war endowment of $100,000 by 
persuading the Trustees to invest half of the endowment in state bonds. After two 
years of unrelenting and often discouraging labor, without remuneration, he placed 
in the hands of the Trustees the sum of $9,200. 

It was also in the bleak days of financial uncertainty that a Wake Forest student, 
James W Denmark, proposed and founded the first college student loan fund in 
the United States. A Confederate veteran, Denmark had worked six years to 
accumulate enough money for his own college expenses. Soon after entering Wake 
Forest in 1871 he realized that many students had the same great financial need. 
From his meager funds he spent five dollars for post cards and wrote to college 
presidents across the country asking how their loan funds were organized. When 
he found that the colleges had none, he enlisted the support of faculty and students 



18 

at Wake Forest and in 1877 persuaded the Legislature to charter the North Carolina 
Baptist Student Loan Fund. Now known as the James W. Denmark Loan Fund, 
it is the oldest college student loan fund in the United States and has assets of 
$325,000 to serve the needs of students according to the purposes of its founder. 

By the close of President Wingate's second administration in 1879, the College 
had been successfully revived. The endowment had been increased and new 
construction had begun. Perhaps the greatest service President Wingate rendered 
was bringing to the College a faculty of highly qualified scholars who served the 
College with distinction and dedication over many years. Among them were 
Professors William G. Simmons (1855-88), William Royall (1859-70; 1880-92), William 
Bailey Royall (1866-1928), Luther Rice Mills (1867-1907), and Charles Elisha Taylor 
(1870-1915), who served as president from 1884 to 1905. Two other scholars who 
became tutors or adjunct professors in the last year of President Wingate's 
administration were also destined to play important roles in the life of the College. 
Needham Y. Gulley, who established the School of Law in 1894 and served as its 
first dean for thirty-six years, and biologist William Louis Poteat, who served the 
College for fifty years, twenty-two of them as president. 

The administration of President Thomas Henderson Pritchard, which followed 
that of President Wingate, was brief and served principally to further Wingate's efforts 
to persuade Baptists and other North Carolinians to improve the deplorable condition 
of education in the state. The second alumnus of the College to serve as president, 
Pritchard was an eloquent speaker whose prominent leadership among Baptists 
increased the patronage of the College and improved its image among its 
constituency. 

Charles Elisha Taylor, whom President Wingate had brought to the faculty in 1880, 
was elected in 1884 to serve as the sixth president. 

Taylor's administration from 1884 to 1905 brought enrichment of the academic 
program in a variety of ways. Academic departments were increased from eight to 
thirteen, and the size of the faculty more than doubled. Two new schools were 
added: the School of Law in 1894 and the School of Medicine in 1902. Progress 
in other areas included the addition of buildings and the landscaping of the campus. 
Over 400 trees were planted, making Magnolia grandiflora almost synonymous with 
the Wake Forest campus. 

President Taylor was succeeded by William Louis Poteat. Affectionately known 
as "Doctor Billy" to students during and after his twenty-two year administration, 
he continued to promote the general growth of all areas of College life. Special 
emphasis was placed on development in the sciences, reflecting in part the interests 
of the president and in part the need to enrich the pre-medical training required 
by the new School of Medicine. 

As student enrollment increased from 313 in 1905 to 742 in 1927, there was a 
corresponding increase in the size of the faculty. Registration in religion, English, 
education, and the social sciences required more administrative direction, and a 
dean and a registrar were employed along with a library staff. Propelled by the trend 
of the other colleges in the state, Wake Forest also gave more attention to sports 
and achieved an envied reputation in baseball and football. Also notable during 
President Poteat 's administration was the continued growth of the endowment. 



19 

Beyond these significant material advances, President Poteat brought distinction 
in the form of state and national recognition. A devout Christian, an eloquent 
speaker, and an accomplished scholar, he became a national leader in education 
and probably the foremost Baptist layman in the state. As a distinguished scientist 
he was among the first to introduce the theory of evolution to his biology classes. 
The Christian commitment in his personal and public life enabled him to defend 
successfully his views on evolution before the Baptist State Convention in 1922, in 
a major victory for academic freedom that attracted nationwide attention. Through 
his influence and that of Wake Forest alumni who supported his view, the North 
Carolina Legislature refused to follow other Southern states in the passage of 
anti-evolution laws in the 1920s. 

During the administration of Poteat's successor, Francis Pendleton Gaines 
(1927-1930), the academic program continued to improve. In 1930 the Trustees selected 
Thurman D. Kitchin, dean of the Medical School, to fill the presidency. Kitchin was 
a member of a family prominent in state and national affairs: one brother, William W 
Kitchin, had served as governor of North Carolina; another, Claude Kitchin, had 
served as majority leader in the United States House of Representatives. Kitchin's 
twenty-year administration was one of progress in the face of many obstacles- 
Depression, destructive campus fires (one of which destroyed venerable Wait Hall); 
the disruption caused by World War II, and a depleted student body. 

Notable accomplishments during this period were the approval in 1936 of the 
School of Law by the American Bar Association and in 1941 the removal of the School 
of Medicine to Winston-Salem, where it undertook full four-year operation in 
association with the North Carolina Baptist Hospital as the Bowman Gray School 
of Medicine, named after the benefactor whose bequest made expansion possible. 

World War II brought other changes. Although the College was able to remain 
open, enrollment dropped in 1942 to 474. The College met this crisis by modifying 
its century-old admissions policy and becoming a coeducational institution that year. 
In the post-war period, enrollment mushroomed with the return of the veterans 
and reached a peak of 1,762 by 1949. Just before World War II a $7,000,000 capital 
expansion campaign for buildings and endowment had been launched by President 
Kitchin. The war forced the postponement of construction, but out of the campaign 
came a proposal which offered another war-ridden Wake Forest an opportunity for 
yet another rebirth. The Z. Smith Reynolds Foundation proposed that up to $350,000 
a year of its income (an amount which has steadily increased over the years) be 
given in perpetuity to the College, provided that the entire College be relocated 
in Winston-Salem and that other friends of the College provide a campus site and 
buildings. In 1946 the Board of Trustees, the Convention, and the Baptist constituency 
of the state accepted the Reynolds proposal. Charles H. Babcock and his wife Mary 
Reynolds Babcock offered a 320-acre tract of their Reynolda estate as a site for the 
new campus. 

To move an institution over 100 years old from its rural setting 110 miles to a new 
campus in an urban area required leadership of great vision, determination, and 
youthful vigor. To succeed President Kitchin, who retired on his sixty-fifth birthday, 
the Trustees in 1950 elected to the presidency Harold Wayland Tribble, then president 
of Andover Newton Theological Seminary and a noted Baptist theologian. President 



20 

Tribble immediately began to mobilize alumni and friends of the College, and the 
Baptist State Convention, in support of the great transition. 

In the spring of 1951, William Neal Reynolds and Nancy Reynolds offered an 
anonymous challenge gift of $2,000,000 on the condition that the College raise 
$3,000,000 by June 30, 1952. The deadline was extended and the challenge met by 
January, 1953. Mr. Reynolds died in September, 1951 (the Foundation assumed his 
$1,500,000 share of the challenge grant) and he willed Wake Forest $1,000,000, to 
be paid at the time of removal. In recognition of his bequest the new gymnasium 
was named for him. Because of the capital funds received from the Reynolds 
Foundation, the Trustees voted that the library be named the Z. Smith Reynolds 
Library and the administration building Reynolda Hall. 

Groundbreaking ceremonies were held in Winston-Salem on October 15, 1951, 
when a crowd of more than 20,000 watched President Harry Truman lift the first 
shovel of dirt to begin construction of the new Wake Forest campus. Between 1951 
and 1956 fourteen buildings were erected; the removal of the College to its new 
home was accomplished in time for the opening of the summer session in 1956. 

During the next eleven years of President Tribble's administration the College 
experienced many changes. It had revised its curriculum before moving to the new 
campus, offering greater flexibility to students, whose number increased to 3,022. 
The size of the faculty expanded, reducing the student/teacher ratio to 
fourteen-to-one. 

Additional resources came to the College in its new home. In 1954 the will of 
Colonel George Foster Hankins provided over $1,000,000 to be used for scholarships. 
In 1956 the Ford Foundation contributed $680,000 to the endowment of the 
undergraduate program and $1,600,000 to the Bowman Gray School of Medicine. 
After the completion of a challenge gift of $3,000,000 offered in 1965, the Foundation 
raised its annual contribution to $620,000. The holdings of the University's libraries 
more than tripled, and the Z. Smith Reynolds Library was awarded the income 
from an endowment fund of $4,500,000 contributed by the Mary Reynolds Babcock 
Foundation and the late Nancy Reynolds. 

Graduate work, first offered in 1866 but suspended during the removal program, 
was resumed in 1961 with the establishment of the Division of Graduate Studies. 
In 1967, recognizing the augmented resources of the College, the Trustees officially 
changed the institution's name to Wake Forest University. The Division of Graduate 
Studies became the Graduate School and the name Wake Forest College was retained 
as the designation for the undergraduate school. 

After seventeen years of strenuous effort, President Tribble retired in 1967, leaving 
as his lasting memorial the removal of the College from Wake Forest to Winston- 
Salem and its changed status from college to university, with enhanced resources 
and academic distinction. As his successor the Trustees chose James Ralph Scales 
(1967-1983), former president of Oklahoma Baptist University and former dean of 
arts and sciences at Oklahoma State University. His administration saw important 
new developments. The Guy T. and Clara H. Carswell Scholarship Fund, valued 
at $1,600,000, was established in 1967 in support of the undergraduate College. The 
new Graduate School of Management in 1969 was named in honor of Charles H. 
Babcock. Through the generosity of the Z. Smith Reynolds Foundation and the late 



21 



Nancy Reynolds, a building was constructed to house the Babcock School; a subse- 
quent gift of $2,000,000 was received from the Mary Reynolds Babcock Foundation 
for endowment. The James R. Scales Fine Arts Center was opened in 1976, mark- 
ing a major phase of the College's growth in comprehensive liberal arts education. 
An athletic center and additions to the School of Law building, Guy T. Carswell 
Hall, have further expanded the physical resources of the Reynolda Campus. 

Wake Forest has expanded its programs as well as its physical facilities. The 
University offers study for the baccalaureate degree in over thirty areas listed on 
page 59. Exchange programs with local institutions and with universities abroad 
have further expanded the range of choice and opportunity. In addition, Wake Forest 
maintains residential language centers in Venice and London for foreign study within 
the College curriculum. 

President Scales left office on October 1, 1983 to return to teaching as the 
University's first Worrell Professor of Anglo-American Studies. The Trustees selected 
Thomas K. Hearn Jr., a philosopher and former dean for non-medical affairs at the 
University of Alabama-Birmingham, as the University's twelfth president. He was 
inaugurated on November 4, 1983. 

Wake Forest celebrated its sesquicentennial anniversary in 1984. 




Scales Fine Arts Center 



22 

Student Life 



Student life at the University is designed to offer a wide range of social, cultural, 
religious, and athletic resources to complement academic studies. The University 
is a community, and the sense of community is fostered by rich opportunities for 
personal growth. 

Student Government has jurisdiction in certain areas over all undergraduate 
students. Its judicial branch includes the Honor Council and the Judicial Board which 
hear cases involving violations of the honor code or of University rules. The Student 
Union plans, directs, and funds activities. Men's social fraternities and women's 
societies are members of the Interfraternity and Intersociety Councils respectively. 
A Women's Residence Council represents all students who live on the south side 
of the campus. The Quad Residence Council represents all students who live on 
the north side of the campus. There are chapters of the major honor societies and 
professional societies for qualified students, and the University makes a number 
of academic awards for distinguished student achievement and service. Intercollegiate 
athletics for men and for women and an intramural sports program are strong, 
distinguished by tradition and by performance. Religious activities are central to 
the life of the University and, like campus cultural opportunities, are distinctive. 
The University offers a number of additional services to students relating to their 
physical and mental health, spiritual growth, and preparation for life. 

Student Government 

The executive branch of the Student Government is comprised of the four student 
body officers— president, vice president, secretary, treasurer— and the executive 
advisory committees. Reporting directly to the officers are various committees which 
work on improving service to students. These committees are open to all students. 

The legislative branch of the Student Government is composed of seventy-one 
student representatives; the vice president of the student body serves as speaker. 
The Legislature represents the interests of students in social and academic matters 
and promotes and funds projects of benefit to the student body and the larger 
community. It oversees disbursement of funds to student groups and recommends 
the chartering of newly formed student organizations. Major committees are the 
Charter Committee, the Committee on Committees, the Campus Life Committee, 
the Economics Committee, the Judicial Committee, the Academic Committee, the 
Appropriations and Budget Committee, and the Student Relations Committee. 

The honor system is an expression of the concern that students act with honor and 
integrity. It is an integral part of the Student Government as adopted by students 
and approved by the faculty. Its essence is that each student's word can be trusted 
implicitly and that any violation of a student's word is an offense against the whole 
community. The honor system obligates students neither to give nor receive aid 
on any examination, quiz, or other pledge work; to have complete respect for the 
property rights of others; not to make false or deceiving statements regarding 
academic matters to another member of the University community, nor to give false 



23 

testimony or refuse to pay just debts; and to confront any student who has violated 
the honor system and tell him or her that it is his or her responsibility to report 
himself or herself or face the possibility of being reported to the Honor Council. 

The Honor Council consists of ten members— two co-chairpersons selected by the 
Honor Council of the previous year plus two representatives from each class. There 
are three non-voting faculty advisers. 

It is the duty of the Honor Council to receive, prefer, investigate, and arrange 
trial proceedings for all charges of violations of the honor code. A student who is 
found guilty of premeditated cheating is immediately suspended or expelled from 
the University. For convictions of lying, stealing, bad debts, interfering with the 
Honor Council, or other forms of cheating, the maximum penalty is expulsion and 
the minimum penalty is probation. Expulsion is automatic upon conviction for a 
second offense. All actions of the Honor Council are reported in writing to the dean 
of the College or the dean of the School of Business and Accountancy. 

Any student convicted of violating the honor code is ineligible to represent the 
University in any way until the period of punishment— whether suspension, 
probation, or another form— is completed and the student is returned to good 
standing. A student who has been suspended can be readmitted to the College 
only on the approval of the faculty or its Committee on Academic Affairs. During 
the period of suspension the student cannot be certified to another institution as 
being in good standing. 

The Case Referral Panel receives reports from the assistant dean of students on viola- 
tions of regulations, conducts necessary investigations, and draws up specific charges. 
When a plea of guilty is entered, the Case Referral Panel levies a penalty. If a plea 
of not guilty or no plea is entered, the case is forwarded to the Student Judicial Board. 

The Student Judicial Board is composed of twelve members, at least three men and 
three women, who are elected at large from the student body. It is the duty of the 
Board to receive, prefer, and try all charges of social misconduct and violations of 
University rules and regulations for individual students as well as student 
organizations not covered by the Honor Council, the director of housing, or the 
Traffic Appeals Board. A student who violates these regulations or who behaves 
in such a way as to bring reproach upon him/herself or upon the University is subject 
to penalties ranging from verbal reprimand to suspension on the first offense. For 
further offenses, expulsion may occur. 

The interim judicial process, which provides trial before a five-person panel of faculty 
and students, is available at times when the normal processes are not functioning. 

The Judicial Council, a nine-person panel consisting of five faculty members, two 
administrators, and two students, hears appeals from the Honor Council, the Case 
Referral panel, the Student Judicial Board, and the interim judicial process. The 
Judicial Council also supervises the undergraduate judicial system. 

Student Union 

Under the director of the Student Union there are meeting and recreation rooms, 
lounges, offices for student organizations, a coffee house, and an information center. 
The Student Union is responsible for scheduling entertainment activities, developing 



24 

and presenting programs to complement academic studies, assisting student 
organizations, and providing supporting equipment and services. The Student Union 
board of directors, representing all students, cooperates with the staff in daily opera- 
tions and supervises the efforts of eleven committees and a large body of student 
volunteers. 



Residence Councils 

The Women's Residence Council and Quad Residence Council encourage the idea 
that a college education is not restricted to the classroom and library but occurs 
in informal settings as well. The councils sponsor a variety of co-curricular events 
including forums, social and sports events, informal seminars in the residence halls, 
mixers, fund raising projects, seminars in practical skills such as resume writing, 
a banquet to honor the Woman of the Year and the Alumna of the Year, and a 
monthly newsletter. The councils are also involved in planning campus-wide events, 
such as Homecoming and Springfest. 

The councils have the following boards and committees under their jurisdiction: 
the executive board, the social and functions board, the social committee, the 
women's concerns committee, the physical facilities committee, and the publicity 
committee. The residence councils are members of the North Carolina Association 
of Residence Halls. 

The residence councils provide an excellent opportunity for men and women to 
become involved in campus life and to enhance their college experience. 



Interfraternity and Intersociety Councils 

The Interfraternity Council is the governing body of thirteen social fraternities: 
Alpha Phi Alpha, Alpha Sigma Phi, Chi Psi, Delta Sigma Phi, Kappa Alpha, Kappa 
Sigma, Omega Psi Phi, Pi Kappa Alpha, Sigma Chi, Sigma Nu, Sigma Phi Epsilon, 
Sigma Pi, and Theta Chi. The purpose of the council is to maintain a high standard 
of conduct and scholarship. A student must have a C average for the previous 
semester or a cumulative C average to be initiated. By order of the faculty, students 
who are on probation for any reason may not be initiated into any fraternity until 
the end of their probationary period. 

The Intersociety Council is the governing body of seven societies for women, 
each of which has selective membership: Delphi, Fideles, Lynks, Phoenix, 
S.O.P.H., Strings, and Thymes. 

Both the Interfraternity and Intersociety Councils must follow University 
regulations and the Interfraternity Council is subject to the rules of the national 
organization. 

The Greek system is an excellent opportunity for men and women to gain leader- 
ship experience, develop life-long friendships, serve the Wake Forest community, 
and perpetuate excellence in scholastic achievement. 



25 

Honor Societies, Professional Fraternities, and Clubs 

A number of nationally affiliated honor societies have been established: Beta Beta 
Beta (biology), Delta Phi Alpha (German), Eta Sigma Phi (classics), Anthony Aston 
Society (drama), Phi Alpha Theta (history), Pi Mu Epsilon (mathematics), Pi Sigma 
Alpha (political science), Phi Beta Kappa, Omicron Delta Kappa, and Mortar Board. 
There are student sections of the American Institute of Physics, the American 
Chemical Society, and the American Society of Personnel Administration. There 
are also chapters of the national service fraternities Alpha Phi Omega and Circle 
K, as well as an Accounting Society, an Anglican Student Association, an An- 
thropology Club, the Baptist Student Union, a Black Student Alliance, a Catholic 
Student Association, the College Republicans, the College Democrats, a Cycling 
Club, a Dance Club, an Economics Society, an Equestrian Club, a Fellowship of 
Christian Athletes, a Frisbee Club, a Gospel Choir, an Intervarsity Christian 
Fellowship, an Intra-Faith Council, a Marketing Society, a Physical Education Club, 
a Politics Club, a Pre-Law Society, a Presbyterian Fellowship, a Scuba Club, a Soc- 
cer Club, a Sociology Club, the Students for America, the Students for Life, the 
Student Alumni Association, and the Wesley Foundation. 

Academic Awards 

The following awards are made annually: the A. D. Ward Medal for the senior 
making the best address at commencement; the /. B. Currin Medal for the best oration, 
essay, or work of music or art on the topic "Christ in Modern Life"; the D. A. Brown 
Prize to the student whose writing most merits recognition; the M. D. Phillips Prize 
to the outstanding senior in Greek or Latin; the John Y. Phillips Prize to the outstanding 
senior in mathematics; the H. Broadus Jones Award to the student whose paper shows 
greatest insight into the works of Shakespeare; the Ruth Foster Campbell Award to 
the student whose ability in the Spanish language and spirit of joyful inquiry into 
Spanish culture have been most outstanding; the Forrest W. Clonts Award to the 
outstanding senior in history; the Forrest W. Clonts Research Prize for the out- 
standing paper written by a junior or senior non-American history major; the 
C. Chilton Pearson Research Prize for the outstanding paper written by a junior or 
senior American history major; the Phi Alpha Theta Research Prize for the best paper 
written by a junior or senior member; the Claud H. Richards Award to the outstanding 
senior in politics; the John Allen Easley Medal to the outstanding senior in religion; 
the American Bible Society Award for the outstanding senior biblical student; the Lura 
Baker Paden Medal to the outstanding senior in business; the Wall Street Journal Medal 
and a year's subscription to the Journal to the outstanding senior in finance; the 
A. M. Pullen and Company Medal to the senior with the highest achievement in 
accounting; the William E. Speas Award to the outstanding senior in physics; the 
Carolina Award to the major in biology who writes the best paper on a subject selected 
by the national biology society; the Biology Research Award to the major in biology 
who does the best piece of original research; the Poteat Award to the student in first 
year biology who plans to major in biology and is judged most outstanding. 

The William C. and Ruth N. Archie Award, established by a grant from Ruth N. 



26 

Archie and from the Archies' son and daughter-in-law, William Archie Jr. and 
Margaret Archie, is given each year to the graduating senior who, in the opinion 
of the dean of the College and a faculty committee appointed by the dean, has shown 
most conspicuously a commitment to liberal learning, to scholarship, and to the 
ideals of Wake Forest College. In odd-numbered years the award is presented to 
a woman student; in even-numbered years it is presented to a male student. 

Intramural Athletics 

The intramural program operates under the auspices of the department of health 
and sport science. It provides a variety of competitive activities for students, faculty, 
and staff. There are sports for male, female, and coed participation. Activities usually 
included in the intramural program are basketball, cross-country, football, golf, hand- 
ball, racquetball, soccer, softball, swimming, tennis, volleyball, water polo, wrestling, 
and weight lifting. 

Students occasionally organize club teams for other sports and activities, which 
are not taught or directed by the College, but which are conducted as student 
organizations with the approval of student government and the faculty. Currently 
these include rugby, karate, equestrian, scuba diving, soccer, outing, and dance. 
Students who are interested in a sport not offered through the College may organize 
themselves and petition the student government and faculty for approval. 

Intercollegiate Athletics 

For men: 

Under the director of athletics, Wake Forest is a member of the Atlantic Coast 
Conference of the National Collegiate Athletic Association and participates in 
intercollegiate football, basketball, baseball, golf, tennis, soccer, cross-country, and 
track. 

The full scholarship allowed by the National Collegiate Athletic Association covers 
tuition, fees, room, board, and books. Wake Forest offers several special scholarships 
and awards: the Brian Piccolo Award for the football player judged by the coaching 
staff to best exemplify the qualities of Brian Piccolo during the annual North Carolina 
game; the Brian Piccolo Scholarship for the Chicago-area high school football player 
entering Wake Forest who best exemplifies the qualities of Brian Piccolo; the Arnold 
Palmer Award for the Wake Forest Athlete of the Year, as judged by lettermen from 
each team; the Buddy Worsham Scholarship for one golfer or more; the John R. Knott 
Scholarship for one golfer or more. Recent additions are the Carl Tacy and Horace 
"Bones" McKinney Scholarships, which are for basketball players. The George C. Mitchell 
and Claude and Anne Bruce Brewer Gore Scholarships are general athletic scholarships. 
For women: 

Under the director of women's athletics, Wake Forest is a member of the Atlantic 
Coast Conference of the National Collegiate Athletic Association and participates 
in basketball, field hockey, golf, tennis, volleyball, cross-country, and track. 

The full scholarship allowed by the National Collegiate Athletic Association covers 
tuition, fees, room, board, and books. 



27 

Religious Activities 

The Campus Ministry provides worship, study, service, and recreational activities. 
Baptist, Catholic, Episcopal, United Methodist, and Inter-Varsity sponsor a pre-school 
conference for freshmen, a church vocations day, weekly worship service on 
Thursday, a volunteer service corps, forums and Bible studies on ethical issues. Wake 
Forest Baptist Church shares in this ministry primarily through its Sunday morning 
worship in Wait Chapel. 

Cultural Activities 

The University Theatre presents four major productions and several lab plays 
annually, employing faculty, student, and visiting professional directors. Each year 
the Student Union, with the assistance of the University Theatre, sponsors a musical 
dinner theatre, directed and performed by students. WFDD-FM broadcasts year- 
round to the campus and Piedmont North Carolina as an affiliate of National Public 
Radio. In addition to student announcers, producers, and technicians, it has a small 
professional staff. WAKE-AM, a completely student-operated radio station, plays 
popular music during a limited broadcast schedule. Intercollegiate debate at Wake 
Forest has a long record of excellence, and the College hosts three annual debate 
tournaments, the Franklin Shirley Dixie Classic, the Pride in Tobacco, and the High 
School Tournament. 

Student publications include Old Gold and Black, a weekly newspaper; The Student, 
a literary magazine; and Howler, the yearbook. The Student Union sponsors a ma- 
jor speaker series throughout the academic year, and departments in the College 
engage specialists for other series. The Institute of Literature is a program of writers, 
critics, and scholars in English, classical languages, German, and Romance 
languages. The Hester Philosophy Seminar is an annual colloquium devoted to the 
major problems of philosophy and their impact on the Christian faith and is a joint 
undertaking of the department of philosophy and the Ecumenical Institute. The 
Robinson Lectures are held biennially and are administered by the department of 
religion. The department of psychology sponsors a colloquium series throughout 
the academic year. 

The Toaueville Forum and the Luce Lectures bring nationally known speakers to 
campus— to lecture and teach— under major grants from the Smith Richardson 
Foundation and the Henry Luce Foundation. 

Student musicians perform for academic credit in the Choral Union, the Concert 
Choir, the Madrigal Singers, the Opera Workshop, the University Orchestra, the 
Demon Deacon Marching Band, the Symphonic Wind Ensemble, the Concert Band, 
the Jazz Ensemble, various chamber ensembles, and the Collegium Musicum. 

Major concerts by orchestras and artists from around the world are performed 
in Wait Chapel under the auspices of the Artists Series. The department of music 
sponsors performances in Brendle Recital Hall in the James Ralph Scales Fine Arts 
Center by faculty members, students, and visiting artists in most areas of applied 
instruction. Visiting dance soloists and companies and other musical programs are 
held in Brendle Recital Hall. Recitals are played by both students and guest carillon- 



28 

neurs on the Janet Jeffrey Carlile Harris Carillon. Students in the Chapel Bell Guild 
play English handbells for convocations and services in Wait Chapel. 

All concerts are open to students and to others in the community. 

In addition to studio instruction in the department of art, visiting painters, 
sculptors, and printmakers teach on campus and at the nearby Southeastern Center 
for Contemporary Art. Reynolda House has a regular program of instruction in art 
history related to its special collection in American art. The Student Union has an 
expanding collection of contemporary works of art, under student administration 
and exhibited in Reynolda Hall and elsewhere on campus. The T J. Simmons 
Collection of paintings, etchings, lithographs, and sculpture is also distributed for 
permanent campus display. An active group of student photographers exhibits its 
own work and that of professional photographers in the Student Union gallery 
adjacent to DeTamble Auditorium. Cultural resources in the community, in addi- 
tion to Reynolda House and the Southeastern Center for Contemporary Art, include 
the historic restored Moravian village of Old Salem, the Museum of Early Southern 
Decorative Arts, the North Carolina School of the Arts and its associated professional 
performing companies in theatre, dance, and music, and the Winston-Salem 
Symphony and Chorale. Folk art, professional art, and crafts fairs are frequent. 

Career Planning and Placement 

The office for career planning and placement in Reynolda Hall offers a full range 
of career services, including counseling, library resources, and a computer program 
which helps students determine career and graduate or professional school interests. 
Other services include career exploration, choice of an academic major, resume 
writing and interviewing skills, and interviews with prospective employers. The 
office helps students choose careers and find full-time, part-time, and summer jobs. 
It also helps them arrange on-the-job experiences and plan graduate or professional 
studies. 

The office maintains a file on each registered student to help with on-campus 
interviews and off-campus job searches. More than 200 companies, agencies, and 
colleges and universities interview registered undergraduate and graduate students 
during the year. Job vacancy listings, employer directories, company profiles, and 
alumni contacts provide leads for the off-campus job search. 

Students are invited to take advantage of these services, beginning early in their 
College years. The office resources are available on a walk-in basis during regular 
office hours and individual consultations are available by appointment. 

University Counseling Center 

The University Counseling Center, located in 118 Reynolda Hall, offers a complete 
range of counseling and psychological services. Students can discuss their personal, 
educational, and career concerns with a professional counselor or a psychologist. 
A variety of tests is available to help students identify their vocational aptitudes, 
educational interests, study/learning skills, and personality traits. Special programs 
help students increase their self-confidence, manage their emotions, modify their 



29 



behavior, or improve their relationships. Brochures on studying, stress management, 
substance abuse, and other topics are available. Psychological emergencies on campus 
are handled through the Center. Appointments are available Monday through Friday 
between the hours of 8:30 a.m. and 12:00 noon and between 1:00 p.m. and 5:00 
p.m. Confidentiality is assured and no fees are charged to students. 

Another service sponsored by the Counseling Center is the Learning Assistance 
Program. The program's services include study skills training and computer-assisted 
instruction for vocabulary and reading improvement. The Learning Assistance 
Program staff presents mini-courses and seminars in academic skills throughout 
the year. Under certain conditions, tutorial assistance and academic counseling also 
may be arranged. The Learning Assistance Program office is located in the west 
foyer of the Z. Smith Reynolds Library and is open Monday through Thursday from 
10 a.m. to 12:30 p.m. and from 1:30 p.m. to 4 p.m. On Fridays, the office is open 
from 10 a.m. to 12:30 p.m. 

Student Health Service 



The Student Health Service is located in Kitchin House and provides primary 
care services, including general health maintenance, diagnostic and treatment 
procedures, and referral to specialists. It is open when residence halls are in operation 
and requires a health information questionnaire on file for all students. The services 
of the clinical staff are covered by tuition; there are additional charges for injections, 
medications, laboratory tests, special physical examinations, and bed care. 




Rare Books Room, Z. Smith Reynolds Library 



30 

Procedures 

All students are responsible for familiarizing themselves with the portions of this bulletin 
which pertain to their course of study. Statements concerning courses and expenses are not 
be to regarded as irrevocable contracts between the student and the institution. The University 
reserves the right to change the schedule of classes and the cost of instruction at any time 
within the student's term of residence. 

Admission 

Candidates for admission must furnish evidence of maturity and educational 
achievement. The Committee on Admissions carefully considers the applicant's 
academic records, scores on tests, and evidence of character, motivation, goals, and 
general fitness for study in the College. The applicant's secondary school program 
must establish a commitment to the kind of broad liberal education reflected in the 
academic requirements of the College. 

Admission as a freshman normally requires graduation from an accredited 
secondary school with a minimum of sixteen units of high school credit. These 
should include four units in English, three in mathematics, two in history and social 
studies, two in a single foreign language, and one in the natural sciences. An 
applicant who presents at least twelve units of differently distributed college 
preparatory study can be considered. A limited number of applicants may be 
admitted without the high school diploma, with particular attention given to abili- 
ty, maturity, and motivation. 

All persons admitted are required to submit a health history, along with the results 
of a physical examination and certain laboratory tests to the director of the Student 
Health Service. If a person who has been accepted but has not yet enrolled has 
or develops a health problem which, in the judgment of the director of the health 
service, creates a danger to the safety and well-being of the student or others, that 
person may be required to delay matriculation until the problem is resolved. 

North Carolina law requires that all students enrolling in the College after June 
30, 1986 submit proof of immunization against diptheria and tetanus (DT), polio, 
rubeola, and rubella within thirty days following enrollment in the College. Those 
who fail to do so may have to leave school until immunizations are obtained. There 
are exceptions; the student handbook has a detailed statement. A certificate from 
the student's high school, physician, or county health department director is 
acceptable proof of immunization. The Student Health Service will furnish a form 
for this purpose. Students who do not submit acceptable proof of immunization 
within thirty days of enrollment cannot attend Wake Forest University until these 
immunizations have been documented. 

Application 

An application is secured from the office of admissions in person or by mail (7305 
Reynolda Station, Winston-Salem, North Carolina 27109). It should be completed 
and returned to that office, if possible no later than January 15 for the fall semester. 



31 

Most admissions decisions for the fall semester are made by March 15, with prompt 
notification of applicants. For the spring semester the application should be com- 
pleted and returned, if possible, no later than October 15. Except in emergency the 
final date for applying for the fall semester is August 1 and for the spring semester 
January 1. Application on this last-date basis is primarily for non-residential students. 

The admission application requires records and recommendations directly from 
secondary school officials. It also requires test scores, preferably from the senior 
year, on the Scholastic Aptitude Test of the College Entrance Examination Board. 
Accompanying Achievement Tests are optional. All test scores should be sent directly 
to the University by Educational Testing Service. A $20 fee to cover the cost of 
processing must accompany an application. It cannot be applied to later charges 
for accepted students or refunded for others. The University reserves the right to reject 
any application without explanation. 

A $200 admission deposit is required of all students accepted and must be sent 
to the office of admissions no later than three weeks following notice of acceptance. 
It is credited toward first semester fees and is refunded in the event of cancellation 
of application by the student, provided a written request for refund is received by 
the office of admissions no later than May 1 for the fall semester or November 1 
for the spring semester. (Students notified of acceptance after May 1 for the fall 
semester or November 1 for the spring semester should make the admission deposit 
within two weeks of notification.) Deposits made after May 1 and November 1 are 
not refundable. Failure to make the admission deposit is taken as cancellation of 
application by the student. No deposit is required for summer session enrollment. 

Early Decision 

An early decision plan is available to well qualified high school students who 
decide by the close of their junior year that their first college choice is Wake Forest. 
An early decision agreement is required with the application, which is sent to the 
office of admissions after completion of the junior year and not later than October 
15 of the senior year. Along with high school record, recommendations, and scores 
on the Scholastic Aptitude Test, at least one Achievement Test, especially in English 
composition, is strongly recommended. 

Candidates for early decision are normally expected to have completed, or be 
enrolled in courses to complete, all the natural science, foreign language, literature, 
and mathematics requirements of secondary school; to offer a minimum 3.5 quality 
point average in work of record; and to have achieved a minimum on the Scholastic 
Aptitude Test of 1200. 

Early decision applicants are notified of acceptance by November 1 for the fall 
semester, and the admission deposit is required by January 1. Applicants not 
admitted are asked to submit a senior year Scholastic Aptitude Test score and first 
semester senior year grade record, or are advised to apply elsewhere. 

Admission of Handicapped Students 

Wake Forest College will consider the application of any qualified student on the 



32 

basis of personal and academic merit, regardless of handicap. A system of ramps 
and elevators makes all of the programs at Wake Forest accessible to those in 
wheelchairs or with limited mobility. The University will gladly help handicapped 
students make arrangements to meet special needs. Students who seek further 
information should consult the admissions office or the University's office of equal 
opportunity. 

Advanced Placement and CLEP 

Advanced placement credit for college level work done in high school is available 
on the basis of the Advanced Placement Examination of the College Entrance 
Examination Board and supplementary information. Especially well-qualified 
applicants for advanced standing may also be exempt from some basic and divisional 
courses with credit on the authorization of the department concerned. Credit by 
advanced standing is treated in the same manner as credit transferred from another 
college. 

Under certain conditions especially well-prepared applicants may be granted 
limited College credit through the subject tests of the College Level Examination 
Program (CLEP) of the Educational Testing Service. Such credit may be assigned 
with the approval of the department concerned or the dean of the School of Business 
and Accountancy. 

Admission of Transfer Students 

The number of transfer students who can be admitted each year depends upon 
the availability of space in the freshman (second semester), sophomore, and junior 
classes. An applicant for admission who has attended another college must be a 
graduate of a standard junior college or furnish a certificate of honorable dismissal 
stating eligibility in all respects to enter the college last attended, and must have 
an overall average of at least C on all college work attempted. A student who is 
admitted from another college before fully meeting the prescribed admissions 
requirements for entering freshmen must remove the entrance conditions during 
the first year at Wake Forest. 

The writing of transfer students is evaluated during the orientation period each 
semester, and students whose writing is deficient are given a composition condition. 
For removal of a compostition condition the student is required to take English 11 
during the first semester for which he or she registers following the assignment 
of the cc. Removal of the deficiency is prerequisite to graduation. 

Courses satisfactorily completed in other accredited colleges are accepted subject 
to faculty approval. In general, no credit is allowed for courses not found in the 
Wake Forest curriculum. The minimum residence requirement for a baccalaureate 
degree is two academic years, the senior and one other. 

Expenses 

Statements concerning expenses are not to be regarded as forming an irrevocable contract 
between the student and the University. The costs of instruction and other services outlined 



33 

herein are those in effect on the date of publication of this bulletin, and the University reserves 
the right to change without notice the cost of instruction and other services at any time. 
An admission deposit of $200, which is applied toward tuition and fees for the 
semester for which the student has been accepted, is required to complete admission. 
Charges are due in full on August 1 for the fall semester and December 15 for the 
spring semester. Faculty regulations require that student accounts be settled in full 
before the student is entitled to receive a grade report, transcript, or diploma, or 
to register for the following semester or term. 

Tuition 

Per Semester Per Year 

Full-Time (twelve or more credits) $3,300 $6,600 

Part-Time $205 per credit 

Students enrolled in the College or in the School of Business and Accountancy 
for full-time residence credit are entitled to full privileges regarding libraries, 
laboratories, athletic contests, concerts, publications, the Student Union, the 
University Theatre, and the health service. Part-time students are entitled to the 
use of the libraries and laboratories but not to the other privileges mentioned above. 
They may secure a part-time student ID card, admissions to games and concerts, 
and publications by paying an activity fee of $125 per semester. 



Room Charges 




Per Semester 


Per Year 


$580 


$1,160 



Double occupancy 

Most rooms available for first year students are $580 per semester. Other room 
rentals range from $495 to $740. 

Food Services 

A cafeteria, soda shop, and table service dining room are located in Reynolda 
Hall. Board plans are available for $1,080, $1,220, $1,370, and $1,500 per year. The 
format of these plans is a credit card system in which the student is charged only 
for the amount of food purchased at the time it is purchased. The plan may be 
used at any University food services facility, and it allows a great deal of flexibility 
for eating off campus. 

Freshmen living in dormitories are required to participate in one of the board plans. 

Other Charges 

Admission application fee of $20 is required with each application for admission to 
cover the cost of processing and is non-refundable. 

Admission deposit of $200 is required of each student entering for the first time or 
returning after a period of non-attendance and must be sent to the director of 



34 

admissions within three weeks after acceptance for admission or readmission. The 
deposit is credited to the student's charges for the semester for which he or she 
has been accepted for admission. It is refunded if the director of admissions is 
notified in writing prior to May 1 for the fall semester and November 1 for the spring 
semester of cancellation of plans to enter the College. 

Applied music fees are required in addition to tuition for students enrolling for individual 
class study in applied music in the department of music and are payable in the 
office of the treasurer. The fee for one credit per semester is $110 and for two credits 
per semester is $175. 

Hospital bed and board charges are made when the student is confined to the Student 
Health Service, at a rate of $44.50 per day. An additional charge is made for special 
services and expensive drugs. Students must have hospital insurance. A group plan 
is available through the University for those not covered by a family plan. A $2 
charge is added to overdue bills. 

Key deposit of $5 is required for each key issued to a residence hall room and is 
refunded when the key is returned. 

Late registration fee of $10 is charged to students registering after the dates set by 
the faculty. 

Library fines are charged for lost books and for violation of other library regulations 
and are payable in the library. 

A tuition deposit of $200 is required, at a date set by the office of the treasurer, of 
students enrolled in the spring semester who expect to return for the fall semester. 
It is credited to the student's University charges and is refunded if the treasurer 
is notified in writing prior to June 1 that the student will not return. 

Room change fee of $5 is charged for authorized room changes made after February 
15 in the spring semester. The fine is $20 for any unauthorized change. 

Special examination fee of $2.50 is required for each examination taken to remove a 
course condition. 

Student apartment rental is payable at $160 per month. 

Motor vehicle registration and traffic fines are $60 and $10 to $15, respectively. All 
students operating a vehicle on campus (including student apartments and the 
Graylyn Conference Center) must register vehicles they are operating day or night, 
whether or not owned by the operator. All vehicle registrations must be completed 
within twenty-four hours from the first time the vehicle is brought to campus. Fines 
are assessed against students violating parking regulations, copies of which are 
obtainable from the University public safety office. Proof of ownership must be 
presented when applying for vehicle registration. 

Transcripts of a student's record are issued at a cost of $2 each. 



Refunds 

During the academic year, all students, full- and part-time, receive tuition refunds 
according to the following schedule. This policy applies to students dropping courses 
as well as those withdrawing. Withdrawals must be official and students must return 
their ID cards before claiming refunds. There is no refund of room rent. 



35 

Number of Weeks Percentage of Total Tuition 

Attendance to be Refunded 

1 Total Tuition Less $200 

2 75 percent 

3 50 percent 

4 25 percent 

Housing 

All unmarried freshmen students are required to live in residence halls, except 
(1) when permission is granted by the dean of students for the student to live with 
parents or a relative in the Winston-Salem area or (2) by special arrangement when 
space is not available on campus or (3) if the student has lost residence hall space 
because of a room contract violation or disciplinary action. Fifth-year students are 
ineligible for housing. Married students are not usually allowed to live in residence 
halls except when permitted by the dean of students. Residence halls are supervised 
by the director of housing, the assistant dean of students, area coordinators, and 
hall directors under the direction of the dean of students. 

The following charges per year apply for each student in the residence halls: in 
Kitchin House, Poteat House, Davis House, Taylor House, Huffman Hall, and Efird 
Hall, $900 for triple rooms, $990 for small double rooms, $1,160 for large double 
rooms, and $1,430 for single rooms; rooms in the new suites with interior lounges 
are $1,300 for large rooms and $1,040 for small rooms; in Johnson and Bostwick 
Residence Halls, $1,160 for double rooms and $1,430 for single rooms; in Babcock 
Residence Hall, $1,360 for double rooms and $1,580 for single rooms; in West 
Residence Hall, $1,480 for double rooms; in South Residence Hall, $1,450 for double 
rooms. Theme housing in French, German, Spanish Houses, faculty apartments, 
and town house apartments is $1,480. For each of the married student apartments, 
the charge is $160 per month. For each of the ten apartments which are shared by 
single graduate students, the charge is $115 per occupant, or $230 per month. 

Academic Calendar 

The academic calendar of the College and the School of Business and Accountancy 
includes a fall semester ending before Christmas, a spring semester beginning in 
January and ending in May, and two five-week summer sessions. Semesters usually 
last fifteen weeks. 

Orientation and Advising 

A four-day orientation period for new students in the College precedes registration 
for the fall semester. A faculty adviser or an upperclass student provides guidance 
during and between registration periods throughout the student's freshman and 
sophomore years. Advisers meet with students both individually and in small 
groups. Students are encouraged to take the initiative in arranging additional 
meetings at any time they feel a need for advice or other assistance. The adviser 



36 

suggests and approves courses of instruction until the student declares a major in 
a field of study toward the end of the sophomore year. At that time a new adviser 
is assigned from the department or departments concerned. 

Registration 

A two-day registration period for all students in the College and the School of 
Business and Accountancy opens the fall semester and the spring semester. 
Registration involves (1) payment of all tuition and fees in full to the treasurer, 
(2) obtaining a summary of prior record from the registrar, (3) consultation with 
the academic adviser, (4) sectioning of classes by departmental representatives, and 
(5) verification of registration cards with class schedules by the registrar. 

Classification 

Classification of students by class standing and as full-time or part-time is calculated 
in terms of credits. Most courses in the College and the School of Business and 
Accountancy have a value of four credits, but others vary from one credit to five. 
The normal load for a full-time student is eighteen credits per semester, with a 
maximum of nineteen credits (twenty if only four courses are involved) permitted 
at registration. A student may not register for more than twenty credits per semester 
without the permission of the appropriate dean or the Committee on Academic 
Affairs. Twelve credits per semester constitutes minimum full-time registration. 
(Recipients of North Carolina Legislative Tuition Grants must be enrolled by the 
tenth day of classes for at least fourteen credits each semester. Recipients of veterans' 
benefits, grants from state government, and other governmental aid must meet the 
guidelines of the appropriate agencies.) A student may not register for fewer than 
twelve credits without specific permission from the Committee on Academic Affairs 
to register as a part-time student. 

A full-time student in the fall semester of any year may not be a part-time student 
in the spring semester immediately following. Any student who petitions for part- 
time status within the semester in which he or she wishes to gain such status is 
not eligible for a tuition refund. 

The requirements for classification after the freshman year are as follows: 
sophomore— the removal of all entrance conditions and the completion of not fewer 
than 29 credits toward a degree, with a minimum of 58 grade points; junior— the 
completion of not fewer than 60 credits toward a degree, with a minimum of 120 
grade points; senior— not fewer than 108 credits toward a degree, with a minimum 
of 216 grade points. 

Class Attendance 

Attendance regulations place the responsibility for class attendance on the student, 
who is expected to attend classes regularly and punctually. One of the most vital 
aspects of the residential college experience is attendance in the classroom; its value 
cannot be fully measured by testing procedures alone. Students are considered suf- 
ficiently mature to appreciate the necessity of regular attendance, to accept this 



37 

personal responsibility, to demonstrate the self-discipline essential for such 
performance, and to recognize and accept the consequences of failure to attend. 
Students who are deemed to be causing their work or that of the class to suffer 
because of absence or lateness may be referred by the instructor to the dean of the 
College or to the dean of the School of Business and Accountancy, as appropriate, 
for suitable action. Any student who does not attend classes regularly or who 
demonstrates other evidence of academic irresponsibility is subject to such 
disciplinary action as the Committee on Academic Affairs may prescribe, including 
immediate suspension from the College or the School of Business and Accountancy. 
The office of the dean of the College maintains a list of students who have been 
absent from class because of illness as certified by the Student Health Service, 
because of other extenuating circumstances, or as authorized representatives of the 
College whose names have been submitted by appropriate officials forty-eight hours 
in advance of the hour when the absences are to begin. Such absences are con- 
sidered excused and a record of them is available to the student's instructors upon 
request. The instructor determines whether work missed can be made up. 



Auditing Courses 

When space is available after the registration of regularly enrolled students, others 
may request permission of the instructor to enter the course as auditors. No addi- 
tional charge is made to full-time students in the College or the School of Business 
and Accountancy; for others the fee is $60 per course, and permission of the ap- 
propriate dean, as well as that of the instructor, is required. An auditor is subject 
to attendance regulations and to other conditions imposed by the instructor. 
Although an auditor receives no credit, a notation of audit is made on the final grade 
report and entered on the record of regularly enrolled students who have met the 
instructor's requirements. In no case may anyone register for an audit course before 
the first meeting of the class. An audit course may not be changed to a credit course, 
and a credit course may not be changed to an audit course. 



Dropping a Course 

The last day in each term for dropping a class without a grade of F is listed in 
the calendar in the front of this catalog. A student who wishes to drop any course 
before this date must consult the registrar and his or her faculty adviser. After this 
date, the student who wishes to drop a course must consult his or her faculty adviser, 
the course instructor, and the dean of the College or the dean of the School of 
Business and Accountancy as appropriate. If the dean approves the request, he 
authorizes the student to discontinue the course. Except in the case of an emergency, 
the grade in the course will be recorded as F. 

If, at any time, a student drops any course without prior, written approval of the 
appropriate dean, the student will be subject to academic probation for the follow- 
ing semester or to such other penalties as the Committee on Academic Affairs of 
the faculty may impose. 



38 

Withdrawal from the College 

A student who finds it necessary to withdraw from the College or the School 
of Business and Accountancy must do so through the office of the appropriate dean. 
With the approval of the dean of the College or the dean of the School of Business 
and Accountancy no grades are recorded for the student for that semester, but the 
student's standing in courses at the time of the withdrawal is taken into considera- 
tion when readmission is sought. If withdrawal is for academic reasons, failing grades 
may be assigned in all courses in which the student is doing unsatisfactory work. 
A student who leaves the College or the School of Business and Accountancy without 
officially withdrawing is assigned failing grades in all current courses, and the 
unofficial withdrawal is recorded. 



Examinations 

Final examinations are given at regularly scheduled times. All examinations are 
conducted in accordance with the honor system adopted by the student body and 
approved by the faculty. Under it the student is expected to refrain from unfairness 
in any form and to report to the Honor Council any student he or she knows to 
be cheating. Examinations are turned in with a signed statement that no aid has 
been given or received. 

Grading 

For most courses carrying undergraduate credit there are five final and two 
conditional grades: A (exceptionally high achievement), B (superior), C (satisfactory), 
D (passing but unsatisfactory), E (conditional failure), F (failure), and I (incomplete). 

Grade of E. The grade of E entitles the student to reexamination at any regular 
examination period within a year, or during the first week of the fall semester. A 
permit for reexamination must be obtained in advance from the registrar, and no 
grade higher than D may be assigned as a result of reexamination. A student who 
does not remove a conditional failure by reexamination must repeat the course to 
obtain credit for it. 

A candidate for graduation in the final semester who receives a grade of E in the 
previous semester may apply to the registrar for reexamination thirty days after the 
opening of the final semester but not less than thirty days before its close. All 
conditions, including the grade of E, must be removed not less than thirty days 
before the end of the term in which the student graduates. The name of a candidate 
who has a condition after that date is dropped from the list of candidates. A candidate 
who receives a grade of E in the final semester or term of the graduation year is 
not allowed reexamination before the next examination period. 

Grade of I. The grade of I may be assigned only when because of illness or some 
other emergency a student does not complete the work of the course. If the work 
recorded as I is not completed within thirty days after the student enters for his 
or her next semester, the grade automatically becomes F. The instructor must report 



39 

the final grade to the registrar within forty-five days after the beginning of that 
semester. 

Grade Points. Grades are assigned grade points for the computation of academic 
averages, class standing, and eligibility for continuation, as follows: for each credit 
of A, four points; for each credit of B, three points; for each credit of C, two points; 
for each credit of D, one point; for each credit of E or F, no points. 

Pass/Fail. To encourage students to venture into fields outside their major areas 
of competence and concentration, the undergraduate schools make available the 
option, under certain conditions, of registering in courses on a Pass/Fail basis rather 
than for a letter grade. Courses taken under the Pass/Fail option yield full credit 
when satisfactorily completed, but whether passed or not, they are not computed 
in the grade point average. In no case may a student change from grade to Pass/Fail 
mode, or from Pass/Fail to grade mode, after the last day to add a course, listed 
in the calendar at the front of this catalog. 

A student may count toward the degree no more than twenty-four credits taken 
on a Pass/Fail basis. Freshmen and sophomores are not eligible to elect the Pass/Fail 
mode, but may enroll for courses offered only on a Pass/Fail basis. A student may 
during the junior and senior years only elect up to a total of sixteen credits on a 
Pass/Fail basis, but no more than five credits in a given semester. Courses used to 
fulfill basic, divisional, or major requirements may not be taken on a Pass/Fail basis 
unless they are offered only on that basis. Courses in the major(s) not used for 
satisfying major requirements may be taken on a Pass/Fail basis if the department 
of the major does not specify otherwise. 

Grade Reports and Transcripts 

A mid-term report and a final report of grades are issued to students by the registrar 
in the fall and spring semesters. A final report of grades is issued for each summer 
term. 

Copies of a student's cumulative record are issued by the registrar, but only on 
the written authorization of the student and payment of $2 per transcript. 

Dean's List 

The Dean's List is issued at the end of the fall and spring semesters. It includes 
all full-time students in the College and the School of Business and Accountancy 
who have a grade point average of 3.0 or better for the semester and who have earned 
no grade below C during the semester. 

Graduation Distinctions 

Graduation distinctions are determined by the grade-point system. A degree 
candidate with a total average of not less than 3.80 for all courses attempted is 
graduated with the distinction summa cum laude. A candidate with a total average 
of not less than 3.50 for all courses attempted is graduated with the distinction magna 
cum laude. A candidate with a total average of not less than 3.00 for all courses 
attempted is graduated with the distinction cum laude. The entire record of a student 



40 

is considered, with the understanding that a transfer student may receive no distinc- 
tion which requires a quality point ratio greater than that earned in Wake Forest 
University. Details are available in the office of the registrar. 



Repetition of Courses 

A student may not repeat a course in which he or she has received a grade of 
C or higher. When a student repeats at Wake Forest a course in which he or she 
has received at Wake Forest a grade of D or F, all grades received will be shown 
on the transcript, but the course may be counted only one time for credit. For 
purposes of determining the grade point average, a course will be considered as 
attempted only once, and the grade points assigned will reflect the highest grade 
received. If a student fails a course previously passed, the credit originally earned 
will not be lost. 



Probation 

A student is responsible at all times for knowing his or her academic standing. 
Any student who at the end of the fall semester does not have the grade average 
normally required for continuation at the end of the following spring semester is 
automatically on academic probation. 

Any student who is placed on probation because of Honor Code or conduct code 
violations is placed on such special academic probation as the Committee on 
Academic Affairs imposes. The Committee on Academic Affairs may at any time 
suspend or place on probation any student who has given evidence of academic 
irresponsibility, as, for example, by failing to attend class regularly or to complete 
papers, examinations, or other work on time. The Committee will suspend at the 
end of any semester any student who has earned no more than eight grade points 
on courses other than Military Science 111, 112, 113, 114, 116, 211, 212, 251, 252; Music 
111-113 (ensemble courses); and elective 100-level courses in health and sport science. 

If a student's poor academic performance is attributable to circumstances over 
which the student clearly had no control (e.g., serious injury or illness), the student 
may, after consultation with one of the appropriate academic deans, petition the 
Committee on Academic Affairs for further consideration of his or her status. 

In deciding whether to permit an exception to the foregoing elegibility 
requirements, the Committee on Academic Affairs will take into account such factors 
as convictions for violations of the College Honor Code or social conduct code, viola- 
tions of the law, and any other behavior demonstrating disrespect for the rights 
of others. 

Any student convicted of violating the Honor Code is ineligible to represent the 
University in any way until the period of suspension or probation is completed and 
the student is returned to good standing. Students who are on probation for any 
reason may not be initiated into any fraternity until the end of their probationary 
period. 



41 



Requirements for Continuation 

Each student is expected to be aware at all times of his or her academic status 
and to be responsible for knowing whether he or she has met the University's 
minimum academic requirements for continuation as outlined below. 

On the basis of their cumulative records at the end of the spring semester, those 
students are academically ineligible to enroll for the following fall (1) who have 
attempted fewer than 54 credits in all colleges and universities attended and have 
a grade point average of less than 1.35 on work attempted for a grade in the College 
or the School of Business and Accountancy; (2) who have attempted as many as 
54 but fewer than 98 credits in all colleges and universities attended and have a 
grade point average of less than 1.65 on work attempted for a grade in the College 
or the School of Business and Accountancy; (3) who have attempted as many as 
98 but fewer than 135 credits in all colleges and universities attended and have a 
grade point average of less than 1.85 on all work attempted for a grade in the College 
or the School of Business and Accountancy; (4) who have attempted 135 credits 
or more in all colleges and universities attended and have a grade point average 
of less than 1.90 on work attempted for a grade in the College or the School of 
Business and Accountancy. Non-credit courses, courses taken Pass/Fail, and CLEP 
and advanced placement credit are not computed in the grade point average. (For 
the purpose of determining eligibility for graduation, the grade point average is 
computed on all work attempted in Wake Forest College and the School of Business 
and Accountancy and is also computed on all work attempted in all accredited 
colleges and universities.) 

Students who at the end of the spring semester have not met the above condi- 
tions to continue in the following academic year may— unless they are ineligible 
for other reasons— attend both sessions of the intervening summer school at Wake 
Forest College (but not elsewhere) in an attempt to satisfy the conditions for conti- 
nuing. If unsuccessful in meeting the minimum requirements by the end of the 
second summer term, students may apply for readmission no earlier than for the 
following summer session. 

A student who has or develops a health problem which in the judgment of the 
director of the Student Health Service creates a danger to the safety and well-being 
of the student or others may be required to withdraw until the problem is resolved. 

Requirements for Readmission 

A student seeking readmission to the College must be in good standing and must 
meet the minimum academic requirements for continuation. However, a student 
who has not met the requirements (1) may apply for admission to the summer 
session only, (2) may apply for readmission after an absence from the College of 
at least a year and a half, (3) may apply for readmission after less than a year and 
a half if enrolled in another college or university, or (4) may apply for readmission 
if the failure to meet minimum requirements was due to circumstances over which 
the student clearly had no control. 

When applications for readmission to the College are considered, both academic 



42 



and non-academic criteria will be taken into account. Non-academic grounds for 
possible denial of readmission may include convictions for violations of the College's 
Honor Code or social conduct code, for violations of the law, and other behavior 
demonstrating disrespect for the rights of others. If a student is readmitted, the 
Committee on Academic Affairs may impose on that student conditions designed 
to promote academic progress. The conditions may include but are not limited to 
the following: a reduced course load, choice of courses approved by one of the 
appropriate academic deans, and a specified number of courses satisfying basic and 
divisional requirements. 



Summer Study 

For full-time students, courses taken in the summer at another college or university 
require the advance approval of the head of the department concerned and the 
registrar. Courses taken elsewhere on the semester-hour plan are computed as 
transfer credit at 1.125 credits for each approved semester hour. 

In addition to regular courses, a number of special summer programs for credit 
are described in the bulletin of the summer session. 



Transfer Credit 

All work attempted in other colleges and universities is to be reported to the 
registrar of Wake Forest University. Students wishing to receive transfer credit for 
work satisfactorily completed elsewhere must obtain faculty approval, preferably 
in advance. Students should be aware that the minimum grade point average (2.0) 
for graduation is computed on all work attempted in Wake Forest College and the 
School of Business and Accountancy, and is also computed on all work attempted 
in all accredited colleges and universities. 




43 

Scholarships and Loans 

Any student admitted to Wake Forest College who demonstrates financial need 
will receive assistance commensurate with that need. 

By regulation of the Board of Trustees, all financial aid must be approved by the 
Committee on Scholarships and Student Aid. Applications should be requested 
from the committee at 7305 Reynolda Station, Winston-Salem, North Carolina 27109. 
Scholarships supported by funds of the undergraduate schools are not granted to 
students enrolled in other schools of the University. To receive consideration for 
financial aid, the applicant must either be enrolled as an undergraduate or have 
been accepted for admission. The financial aid program comprises institutional, 
state, and federal scholarship, loan, and work funds. Full-time students are eligible 
to apply for federal funds. Half- and part-time students are eligible to apply for 
limited institutional funds. 

Need is a factor in the awarding of most financial aid, and each applicant must 
file a financial statement with the application for financial aid. After reviewing the 
standard financial analysis, the Committee on Scholarships determines aid awards, 
and aid is credited, by semester, to the student's account in the office of the treasurer. 
The Committee on Scholarships reserves the right to revoke financial aid for 
unsatisfactory academic achievement or for violation of University regulations or 
federal, state, or local laws. To be eligible for renewal of aid, a student must remain 
enrolled on a normal full-time basis and be in good standing, making satisfactory 
progress toward a degree. The committee does not award institutional scholarships 
to students earning less than a 2.0 grade average on all work attempted at Wake 
Forest. 

Scholarships 

The Reynolds Scholarships are awarded each year to five extraordinarily capable men 
or women entering the College as first year students. Made possible through a grant 
from the Z. Smith Reynolds Foundation in honor of Nancy Susan Reynolds, these 
scholarships cover the cost of tuition, room, and board, and include an allowance 
for books and personal expenses. Scholars may receive up to $1,500 each summer 
for travel or study projects approved by the Reynolds Committee. The Reynolds 
Scholarships are awarded without regard to financial need and will be renewed 
annually through the recipients' fourth year of college, subject to satisfactory 
performance. A separate application is required. 

The O. W. Wilson Scholarship, created under the will of O. W. Wilson of Yancey 
County, North Carolina is awarded to an individual who demonstrates outstanding 
qualities of intellectual promise and leadership. The scholarship has a value 
equivalent to annual tuition and provides summer grant opportunities to encourage 
individual study projects. No separate application is required. 

The Doctor George E. and Lila C. Bradford Fund awards a full-tuition renewable 
academic scholarship annually to a student possessing outstanding leadership and 
aptitude who intends a pre-medical course of study. No separate application is 
required. 



44 

The Guy T Carsvoell Scholarships, made possible by and established in honor of 
the late Guy T. Carswell and his wife Clara Carswell of Charlotte, North Carolina, 
carry an annual value ranging from a minimum stipend of $2,500 to a maximum 
stipend of $9,500, with awards for more than $2,500 determined on the basis of need. 
Each scholar may apply for at least one summer grant of up to $1,000 to fund travel 
and study projects of the student's design. A Carswell scholar must be a student 
applying to the College who possesses outstanding qualities of intellect and 
leadership. Up to forty scholars are selected annually. A separate application is 
required. 

The Wake Forest Minority Scholarships, established by endowment from the 
University's Sesquicentennial Fund and gifts from the Z. Smith Reynolds 
Foundation, recognize the outstanding achievements of minority students and are 
awarded each year to entering freshmen who demonstrate academic promise and 
leadership potential. Wake Forest Minority Scholarships include seven full-tuition 
scholarships and three $2,000 per year scholarships. All scholarships are renewable 
annually through the recipient's fourth year. Awards are made without regard to 
financial need. A separate application is required. 

The George Foster Hankins Scholarships for Freshmen, made possible by the late 
Colonel George Foster Hankins of Lexington, North Carolina for residents of North 
Carolina or children of alumni living in other states, with preference given to 
residents of Davidson County, North Carolina, have a value of up to $9,500. 
Recipients must demonstrate need as well as academic promise. A separate applica- 
tion is required. 

The George Foster Hankins Scholarships for Upperclassmen for students who have been 
enrolled for at least one semester, with preference given to applicants from Davidson 
County, North Carolina, vary in value according to need. No separate application 
is required. 



For all scholarships listed below, there is no separate application required except 
where noted. Students who complete the normal application for financial aid, 
including the Wake Forest application and an FAF (Financial Aid Form), will be 
considered for appropriate scholarships. 

The Alcoa Foundation Scholarship, donated by the Alcoa Foundation, is available 
to a freshman from the Piedmont area of North Carolina who is majoring in 
chemistry. The scholarship has a value of $2,000 and is awarded on the basis of need. 

The Charles 1. and Louise Allen Scholarship Fund, established under the will of Louise 
Lambeth Allen, is awarded on the basis of ability and need to a student who may 
be interested in pursuing a medical career. 

The Alpha Phi Omega Scholarship, established by the Kappa Theta Chapter of Alpha 
Phi Omega, is made available in alternate years to a freshman who presents evidence 
of need and an excellent high school record. It has a minimum value of $200. 

The Camillo Artom Fund for Italian Studies was established in 1976 in honor of Camillo 
Artom, professor of biochemistry from 1939 to 1969. Scholarship aid is made available, 
usually to one or two students each semester, to assist with their expenses. Well 



45 



qualified students who can demonstrate need are eligible to apply. (Interested 
persons should apply in the office of the provost.) 

The George M. and Daisy Olive Beavers Scholarship Fund, donated by Lydia Beavers 
in memory of her parents, is for one scholarship awarded on the basis of leadership, 
good citizenship, and excellence of character. 

The Robert D. Bridger Jr. Scholarship, donated by George R. Bridger in honor of 
his father, is made to a senior major in the School of Business and Accountancy 
Selection of the recipient is based on demonstrated academic ability and financial 
need, with preference given to students from Bladen County or southeastern North 
Carolina. 

The Claude U. Broach Scholarship is awarded to a freshman or upperclassman with 
preference given to students from the St. John's Baptist Church of Charlotte, North 
Carolina. 

The Eliza Pratt Brown Scholarship, donated by the late Junius Calvin Brown of 
Madison, North Carolina in honor of his wife Eliza Pratt Brown, is used to assist 
needy, worthy, and deserving students from North Carolina, with preference given 
to students from the town of Madison and Rockingham County, for a maximum 
of $2,000. 

The]. G. Carroll Memorial Athletic Scholarship, donated in memory of J. G. Carroll, 
former associate professor of mathematics, is made to a deserving athlete who is 
not on a regular athletic scholarship, for a value of approximately $100. 

The James Lee Carver Scholarship, donated by Jean Freeman Carver with her children 
James Lee Carver II and Elizabeth Jeanine Carver in memory of her husband James 
Lee Carver, is for deserving and promising students who demonstrate a need for 
financial assistance, with preference given to students from the Oxford Orphanage 
in Oxford, North Carolina, for a value of approximately $300. 

The J. D. Cave Memorial Scholarship is awarded to a North Carolina male student 
who demonstrates strong character, a willingness to grow intellectually, and evidence 
of need, for an approximate annual value of $600. 

The College Scholarships, in the amount of $100 to $6,000 each, are available to 
freshmen and upperclassmen presenting satisfactory academic records and evidence 
of need. 

The Jennifer Rose Cooke and Laura Elizabeth Scales Memorial Scholarship, established 
by Charles H. Cooke of Oklahoma City, Oklahoma in memory of the daughters 
of Charles H. and Edith Cooke and James Ralph and Betty Scales, carries a minimum 
stipend of $4,000 and is awarded on the basis of academic ability and commitment 
to serve in the field of international relations. Application is made to a special 
committee. 

The William Henry Crouch Scholarship for ministerial students has been established 
by the Providence Baptist Church of Charlotte, North Carolina in honor of its pastor. 
The scholarship is valued at $3,000 per year and is available for a North Carolina 
Baptist ministerial student or students based upon merit or need. 

The O. B. Crowell Memorial Scholarship Fund, donated by Louise T. Crowell of 
Hendersonville, North Carolina in memory of her husband O. B. Crowell, is awarded 
on the basis of character, need, and promise, for a value of approximately $600. 

The Gary Franklin Culler Scholarship Fund, donated in memory of Gary Franklin 



46 

Culler, is awarded on the basis of academic ability and outstanding leadership 
potential, with preference given to students from High Point, North Carolina, for 
a value of approximately $700. 

The Thomas H. Davis Business Scholarship, established by employees of Piedmont 
Aviation Inc. in honor of its founder and retired chairman, is awarded to a senior 
business major based on academic achievement, financial need, and potential for 
business leadership. 

The J. B. Dickinson Jr. Scholarship, donated by Bonders Inc. of Dunn, North Carolina 
in memory of John Brewer Dickinson Jr., is awarded to a rising senior accounting 
major on the basis of academic excellence and professional promise. 

The Lecausey P. and Lula H. Freeman Scholarship, is donated by Mr. and Mrs. G. H. 
Singleton of Raleigh, North Carolina in memory of the parents of Mrs. Singleton, 
is available to a freshman, sophomore, or junior whose home is within the West 
Chowan Baptist Association of North Carolina, with preference given to Bertie 
County students, on the basis of need and ability. Residents of the Roanoke Associa- 
tion may be considered for the scholarship, which is renewable on the basis of need 
and ability except for the senior year, for a value of approximately $200. 

The Charles A. Frueaff Scholarships are provided annually by the Charles A. Frueauff 
Foundation for middle-income students who live outside North Carolina. Amounts 
vary according to need, up to $1,500. 

The F. Lee Fulton Scholarship Fund, established by friends and associates of F. Lee 
Fulton, is awarded on the basis of leadership, citizenship, moral character, academic 
ability, and need. 

The Lewis Reed Gaskin Scholarship Fund, established by E. Reed Gaskin and Jean H. 
Gaskin in honor of Lewis Reed Gaskin, is awarded to a freshman or upperclassman 
with preference given to a pre-medical student. The award shall be made on the 
basis of academic ability and potential as a physician. Recipients shall be known 
as Lewis Reed Gaskin scholars. 

The David Eugene and Beulah B. Gatewood Scholarship in Accountancy, given by 
Beulah B. Gatewood in honor of her husband, is awarded to an undergraduate 
accounting major based on academic merit and financial need. 

The A. Royall Gay Scholarship is awarded on the basis of scholarship, character, 
and high ideals to a graduating senior from Youngsville High School. 

The James W. Gill Scholarship, donated by Ruth R. Gill in memory of her husband 
James W. Gill, provides a scholarship for a deserving student, with preference given 
to students from Montgomery and Prince George Counties, Maryland, for a value 
of approximately $600. 

The Eugene Basil Glover Memorial Scholarship is awarded to an incoming or enrolled 
student based on ability and need, with slight preference given to students from 
Halifax County, North Carolina. 

The Wallace Barger Goebel Scholarship, made possible through a donation from 
Miriam M. Goebel, is based upon ability and financial need, with first preference 
given to a student with an interest in literature, second preference to a student with 
an interest in history, and third preference to a student enrolled in the pre-medical 
program, for a value of approximately $400. 

The Fuller Hamrick Scholarship, created under the will of the late Everett C. Snyder 



47 



of Wake Forest, North Carolina in memory of Fuller Hamrick, is used to educate 
students from the Mills Home in Thomasville, North Carolina, for a value of 
approximately $550. 

The George G. and Georgeine M. Harper Charitable Trust awards scholarships of vary- 
ing stipends annually to students with high academic potential and financial need, 
with preference to a North Carolinian. 

The Margaret S. Hasty Memorial Scholarship Fund, established by Judge Fred H. Hasty 
in memory and honor of his beloved wife, is for one or more female undergraduate 
students with good academic ability and financial need. The scholarship is renewable 
if the student places in the upper third of her class. 

The Frank P. Hobgood Scholarship, donated by Kate H. Hobgood of Reidsville, North 
Carolina in memory of her husband, is available to those who qualify on the basis 
of character, purpose, intelligence, and need, with preference given to those who 
plan to enter the ministry, do religious work, become teachers, or become lawyers, 
the preference being in the order named, for the residents of the Reidsville, North 
Carolina area recommended by the deacons of the First Baptist Church of Reidsville, 
and for a value of $500. 

The W. D. and Alberta B. Holleman Memorial Scholarship Fund, established by 
Robert D. Holleman in memory of his parents, is awarded on the basis of academic 
ability, need, Christian commitment, and leadership to a student from Durham 
County with the advice and counsel of the minister of the Brasstown Baptist Church 
of Durham, North Carolina. 

The Forrest H. Hollifield Scholarship, donated by Mr. and Mrs. H. H. Hollifield in 
memory of their son Forrest H. Hollifield, is awarded to upperclassmen with 
evidence of character and need, with preference given to natives of Rowan and 
Rutherford Counties, North Carolina and to members of the Delta Nu Chapter of 
Sigma Chi Fraternity. 

The George W. Kane Scholarship, established by the George W. Kane Company in 
honor of George W. Kane, former member of the Wake Forest College Board of 
Visitors, is a full-tuition scholarship and is awarded on the basis of academic merit 
and need. 

The J. Lee Keiger Sr. Scholarship is an academic scholarship awarded annually to 
a North Carolina student, with preference given to students living in the ALLTEL- 
Carolina Telephone Company service region, for a value of $750. 

The Sarah C. and C. A. Kent Scholarships are awarded to freshmen and upper- 
classmen on the basis of leadership, academic merit, and financial need, without 
regard to race, religion, sex, or geographical origin. 

The Kirkpatrick-Hoivell Memorial Scholarship Fund, donated by the Delta Nu Chapter 
of Sigma Chi Fraternity, makes available one or two scholarships, with preference 
given to members of the Sigma Chi Fraternity, upon recommendation of the 
Kirkpatrick-Howell Memorial Scholarship Board, for a value of approximately $800. 

The Charles L. Little Scholarship Fund, established by Charles L. Little, is given to 
upperclass students. Preference is given to pre-medical students from Anson County 
and immediately adjacent counties in North Carolina who provide satisfactory 
evidence of a willingness to give serious consideration to practicing medicine in 
Wadesboro, or Anson County, North Carolina. 



48 

The James C. Mason Scholarship Fund, created under the will of Oscar W. McManus 
of Laurinburg, North Carolina, is awarded to a worthy student for an annual value 
of approximately $900. 

The Wilma L. M.cCurdy Memorial Fund Scholarship is awarded on the basis of 
character, academic standing, and need, in the amount of $750 per academic year. 
Application must be made annually. 

The Thane Edward McDonald and Marie Dayton McDonald Memorial Scholarship Fund, 
made possible by the late Thane Edward McDonald, professor of music, is available 
to a deserving and qualified music student for a value of approximately $125. 

The McGladrey, Hendrickson, & Pullen Scholarship, granted by the public accounting 
firm, McGladrey, Hendrickson, & Pullen, is awarded to a senior accounting major 
designated by the accounting faculty on the basis of merit, financial need, and 
interest in public accounting and has a value of $750. 

The Robert Lee Middleton Scholarship, donated by Sarah Edwards Middleton of 
Nashville, Tennessee in memory of her husband, is awarded on the basis of character, 
purpose, intelligence, and need, with preference given to the student planning to 
enter the field of literature, accounting, teaching, or the gospel ministry or other 
full-time religious work. 

The Mildred Bronson Miller Scholarship Fund, donated by Mildred B. Miller of Atlanta, 
Georgia, is awarded to students on the basis of leadership, dedication, 
competitiveness, and citizenship. 

The Norfleet Scholarships, donated by Mr. and Mrs. Eustace Norfleet of Wilmington, 
North Carolina in memory of his parents, John A. and Mary Pope Norfleet, are 
available to deserving and promising students needing financial assistance, for a 
value of $200. 

The North Carolina Scholarships are made available by the North Carolina General 
Assembly and are awarded on the basis of financial need to full-time students who 
are bona fide residents of North Carolina. 

North Carolina Student Incentive Grants are available to undergraduate residents 
of North Carolina with exceptional financial need who require these grants in order 
to attend college, for a value of from $200 to $1,500 per year. The amount of assistance 
a student may receive depends upon need, taking into account financial resources 
and the cost of attending the college chosen. 

The Benjamin Wingate Parham Scholarship, donated by Kate J. Parham of Oxford, 
North Carolina in memory of her husband, is awarded on the basis of ability and 
need and may be renewed for succeeding years. 

The Thomas F. Pettus Scholarships, administered by the North Carolina Baptist Foun- 
dation under the terms of the will of the late Thomas F. Pettus of Wilson County, 
North Carolina, make two or more scholarships available each year in memory of 
Mr. Pettus and are awarded on the basis of merit and need, with preference given 
to North Carolina Baptist students. 

The William Louis Potent Scholarships, valued at $2,250 per year, are available to eleven 
freshmen, one from each Congressional District of North Carolina. To be eligible 
a student must be an active member of a Southern Baptist Church in North Carolina, 
must be likely to make a significant contribution to church and society, and must 
be appreciative of the quality of education available at Wake Forest University. 



49 

The H. Ray Pullium Scholarship Fund, established by Mrs. H. Ray Pullium in honor 
of her husband, is awarded on the basis of ability and need. Preference is given 
to students from North Carolina Baptist Children's Homes. 

The Kenneth Tyson Raynor Scholarship, donated by friends of the late Kenneth Tyson 
Raynor, professor of mathematics, is awarded annually by the mathematics faculty. 
The award is made on the basis of academic ability to an individual majoring in 
mathematics who has achieved junior standing. 

The Kate B. Reynolds Memorial Scholarships, donated in memory of Kate B. Reynolds, 
are for residents of Forsyth County, North Carolina who, without financial aid, would 
be unable to obtain education beyond high school. At least four scholarships are 
awarded, with a value up to $2,400. 

The Reserve Officers' Training Corps (ROTC) Scholarships, made available by the US 
Army, are awarded for academic and personal achievement. The four, three, two, 
and one year scholarships, each with an annual value of more than $5,000, cover 
tuition, fees, books, and classroom materials. A monthly stipend of $100 is also given 
during the academic year. Recipients must participate in the ROTC program and 
maintain satisfactory academic progress. Four-year scholarships must be applied 
for in the junior or senior years of high school. Other scholarships must be applied 
for through the department of military science, Wake Forest University. Some 
preference is given to students of biology, chemistry, mathematics, and physics. Two- 
year scholarships for rising juniors are also available on the basis of academic 
accomplishment and outstanding performance at the six-week ROTC Basic Camp. 

The Franklin R. Shirley Debate Scholarship, established in honor of the late Franklin 
R. Shirley, professor emeritus of speech communication, is awarded to a student 
who has debate experience and who successfully participates in the University's 
debate program. 

The James F. Slate Fund provides an annual scholarship or loan to a student who 
plans a ministerial career. It is renewable upon evidence of a continuing need and 
interest in the ministry. 

The Robert Forest Smith III Scholarship Fund, donated by the Rev. Mr. and Mrs. Robert 
Forest Smith Jr. and other citizens of Hickory, North Carolina in memory of Robert 
Forest Smith III, is awarded to an entering freshman who qualifies on the basis 
of need and on distinction in high school government, with preference given to 
those who plan to enter government service, and with strong preference given to 
students exemplifying positive Christian principles, for a value of $1,000. 

The Sigmund Sternberger Scholarships, donated by the Sigmund Sternberger Foun- 
dation, are for needy North Carolinians, with preference given to undergraduate 
students from Greensboro and Guilford County, for a value of $2,000. 

The John Belk Stevens Scholarship in Business, donated by the Belk Foundation in 
honor of John Belk Stevens, is given to a senior business major with particular 
interests in retailing or marketing and is based on academic merit and financial need. 

The Edna and Ethel Stowe Scholarship is awarded to a freshman or an upperclassman, 
with preference given to female students who have a physical handicap. 

The J. W. Straughan Scholarship, donated by Mattie, Mable, and Alice Straughan 
in memory of their brother J. W. Straughan of Warsaw, North Carolina, with 
preference given to students from Duplin County, North Carolina who are interested 



50 

in pursuing a medical career, especially in the field of family practice, is for those 
who need financial assistance to continue education. 

The Gilbert T. Stephenson Scholarship, established by Grace W. Stephenson in 
memory of her husband, is awarded on the basis of ability and need to a student 
from Kirby Township or Northampton County, North Carolina. 

The Saddye Stephenson and Benjamin Louis Sykes Scholarship, donated by Charles L. 
Sykes and Ralph J. Sykes in memory of their mother and father, is awarded on 
the basis of Christian character, academic proficiency, and financial need, with 
preference given to freshmen from North Carolina, renewable for a value of 
approximately $400. 

The Harold Wayland and Nelle Futch Tribble Scholarship Fund, established to honor 
President Emeritus and Mrs. Tribble, provides a scholarship to students enrolled 
in the College who demonstrate superior academic ability. 

The Tyner-Pitman Scholarship Fund, donated by Cora Tyner Pitman, makes available 
at least one scholarship for needy North Carolina students. 

The Jesse A. Williams Scholarships, created under the will of the late Jesse A. Williams 
of Union County, North Carolina, with preference given to deserving students of 
Union County, have a value of up to $1,200. 

The James Bennett Willis Scholarship Fund, established by James B. Willis of Hamlet, 
North Carolina, gives preference to North Carolina Baptist students interested in 
the ministry and Christian education. It is awarded on the basis of need. 

The Maria Thornton and Miriam Carlyle Willis Scholarship Fund, established by 
James B. Willis in memory of his wife and daughter, gives preference to North 
Carolina Baptist students who are interested in all phases of the ministry of music. 
It is awarded on the basis of need. 

The Charles Littell Wilson Scholarship, created under the will of Jennie Mayes Wilson 
in memory of her husband Charles Littell Wilson, is for a freshman, with a value 
from $200 to $600. 

The O. W. Wilson-Yancey County Scholarships, created under the will of O. W Wilson 
of Yancey County, North Carolina, are awarded to students from Yancey County 
who have excellent academic records and who demonstrate need. 

The William Luther Wyatt III Scholarship Trust, donated by Mr. and Mrs. William 
L. Wyatt Jr. of Raleigh, North Carolina in memory of their son William Luther Wyatt 
III, with preference given to a male student entering the junior year who has shown 
an interest and an ability in the field of biology, is based on need and ability, for 
a value of approximately $500. 

The Matthew T Yates Scholarship Fund awards scholarships to the children of 
missionaries of the Foreign Mission Board of the Southern Baptist Convention on 
the basis of merit and need. The applicant must notify the office of financial aid 
of his or her eligibility to be considered for this award. 

Federal Financial Aid Programs 

The Federal Government, through the Department of Education, sponsors five 
programs to help pay college costs. These programs are Pell Grants, Supplemental 
Educational Opportunity Grants (SEOG), College Work/Study National Direct Stu- 



51 

dent Loans (NDSL), Guaranteed Student Loans (GSL), and Parent Loans for 
Undergraduate Students (PLUS). To receive assistance through these programs, a 
student must complete the necessary applications, meet basic eligibility requirements, 
and maintain satisfactory academic progress. (See the statement in bold face on page 
52.) The five programs are outlined as follows: 

Pell Grants are federal funds awarded to undergraduate students with exceptional 
financial need who require these grants to attend college, for a value of from $135 
to $1,800 per year. The amount of assistance a student may receive depends upon 
need, taking into account financial resources and the cost of attending the college 
chosen. 

The Supplemental Educational Opportunity Grants are available to a limited number 
of undergraduate students with exceptional financial need who require these grants 
to attend college and who show academic or creative promise, for a value from $200 
to $2,000 a year. The amount of financial assistance a student may receive depends 
upon need, taking into account financial resources and the cost of attending the 
college chosen. 

The College Work/Study Program makes on-campus employment available to students 
who show evidence of financial need. Students work during the academic year for 
campus minimum wage or above, at an average of ten to fifteen hours per week 
in the Z. Smith Reynolds Library, Reynolda Hall, Student Union, Reynolda Gardens, 
and other places on campus. 

The National Direct Student Loan Program makes available loans up to $2,500 per 
year for students in need of financial assistance with an interest rate of 5 percent. 
These are examples of typical repayment schedules: 



Aggregate Loan 


Quarterly 


Amount of 


Total Interest 


Total 




Payments 


Payment 


Paid 


Payment 


$2,500 


35 


$ 90.00 


$ 590.22 


$3,090.22 


5,000 


40 


159.61 


1,384.27 


6,384.27 


7,500 


40 


239.41 


2,076.44 


9,576.44 



Aggregate undergraduate sums may not exceed $3,000 for the first two years or 
$6,000 for four years, but may be extended to $12,000 for those who also borrow 
for graduate or professional study, with an interest rate of 5 percent. 

The Guaranteed Student Loan Program makes available loans up to $2,500 for 
undergraduate students. Aggregate undergraduate sums may not exceed $12,000, 
but may be extended to $25,000 for those who also borrow for graduate or profes- 
sional study. The maximum loan per year for graduate students is $5,000. Loans 
are insured by the federal government or guaranteed by a state or private non-profit 
guarantee agency. The federal government pays the 9 percent interest during in- 
school and grace periods. Application and information may be obtained from state 
guarantee agencies or from the appropriate regional office of the United States Office 
of Education. 

The North Carolina Insured Student Loan Program makes available loans up to $2,500 
per year for legal residents enrolled full-time. Aggregate undergraduate sums may 
not exceed $12,500, but may be extended to $25,000 for those who also borrow for 



52 

graduate or professional study. The maximum loan each year may not exceed $2,500 
for undergraduates or $5,000 for graduate or professional students. Loans are insured 
by the North Carolina State Education Assistance Authority and are processed by 
the College Foundation. Under certain conditions the United States Office of Educa- 
tion pays the 9 percent interest during the in-school and grace periods. 

Financial aid under the Federal Title IV Program is available to eligible students 
enrolled in a course of study leading to a degree. The normal time in which the 
course should be completed is four years. Federal regulations specify that the 
student maintain satisfactory progress in order to receive federal financial aid. 
Satisfactory progress is defined as meeting the University's minimum academic 
requirements for continuation outlined as follows: On the basis of cumulative 
records at the end of the spring semester, students are academically ineligible to 
enroll for the following fall (1) who have attempted fewer than 54 credits with a 
grade point average less than 1.35, (2) who have attempted as many as 54 but fewer 
than 98 credits with a grade point average of less than 1.65, (3) who have attempted 
as many as 98 but fewer than 135 credits with a grade point average of less than 
1.85, or (4) who have attempted 135 credits with a grade point average of less than 
1.90. Students who do not meet the minimum requirements at the end of the spring 
semester may be allowed to continue with the permission of the Committee on 
Academic Affairs. Such students may be granted federal financial aid for a period 
of one additional semester. Failure to bring the grade point average to the stated 
minimum will result in termination of all federal financial aid. 



Exchange Scholarships 

The German Exchange Scholarship, established in 1959 with the Free University of 
Berlin, is available to a student with at least two years of college German or the 
equivalent who has junior standing by the end of the semester in which application 
is made, but who need not be a German major. It provides 750 German marks per 
month for ten months, remission of fees, 200 marks per semester for books, and 
250 marks per month for rent. (Interested students should communicate with the 
chairman of. the department of German.) 

The Spanish Exchange Scholarships are available for study at the University of the 
Andes in Bogota, Colombia, and at the University of Salamanca in Spain. The Bogota 
scholarship may be awarded to two students for one semester's study each or to 
one student for two semesters. Applicants must have completed at least two years 
of college Spanish or the equivalent. Scholarships provide remission of fees and 
the cost of books, board, and accomodations. (Interested students should com- 
municate with the chairwoman of the department of Romance languages.) 

The French Exchange Scholarship, established with the University of Dijon, France, 
is available to a graduating senior, who receives a graduate teaching assistantship 
at a lycee in Dijon for two semesters. (Interested students should communicate with 
the chairwoman of the department of Romance languages.) 



53 



Loans 

The James F and Mary Z. Bryan Foundation Student Loan Plan is for residents of North 
Carolina enrolled full-time for a value of up to $7,500 for undergraduate study. The 
amount of each loan is determined by the College Foundation, with an interest rate 
of 1 percent during the in-school and grace periods and 7 percent during the repay- 
ment period. 

The Bushnell Baptist Church Loan Fund, established in 1945 with funds supplied 
by the Bushnell Baptist Church of Fontana Dam, North Carolina, is for needy 
students. 

The Council Fund, established in 1935 by C. T. Council of Durham, North Carolina, 
is for the aid of senior students. 

The James W. Denmark Loan Fund, originated in 1875 by James William Denmark 
of Dudley, North Carolina, is available to qualified students, with preference given 
to students from North Carolina, for an amount not exceeding $1,500 each year and 
$6,000 during the entire period of enrollment. 

The Olivia Dunn Student Loan Fund, established under the will of Birdie Dunn of 
Wake County, North Carolina in memory of her mother, is for needy students. 

The Duplin County Loan Fund, donated in 1942 by anonymous friends of the College, 
is limited to students from Duplin County, North Carolina. 

The Elliott B. Earnshaw Loan Fund, established by the Board of Trustees, is a 
memorial to the former bursar. 

The Friendly Student Loan Fund, established in 1948 by Nell E. Stinson of Raleigh, 
North Carolina in memory of her sister Mary Belle Stinson Michael, is for the benefit 
of worthy students who need financial aid. 

The George Foster Hankins Loan Fund, established under the will of George Foster 
Hankins of Lexington, North Carolina, gives preference to applicants from Davidson 
County, North Carolina. 

The Harris Memorial Loan Fund, established by the late J. P. Harris of Bethel, North 
Carolina in memory of his first wife Lucy Shearon Harris and his second wife Lucy 
Jones Harris, is for students who have demonstrated ability to apply educational 
advantages to the rendition of enriched and greater Christian service in life and 
who require financial assistance to prevent the disruption of their education. 

The Edna Tyner Langston Fund, established in 1942 by Henry J. Langston of Danville, 
Virginia in memory of his wife, is available to a student agreed upon by the donor 
and the College. 

The Watts Norton Loan Fund, established in 1949 by L. Watts Norton of Durham, 
North Carolina, is for worthy students enrolled in the department of religion who 
need financial assistance. 

The Powers Fund, established in 1944 by Frank P. Powers of Raleigh, North Carolina 
in memory of his parents Frank P. and Effie Reade Powers, is for the benefit of needy 
students, with preference given to orphans. 

The Grover and Addy Raby Loan Fund, established in 1945 by J. G. Raby of Tarboro, 
North Carolina in memory of his parents, gives preference to applicants from the 
First Baptist Church of Tarboro. 

The James F. Slate Loan Fund, established in 1908 by J. F. Slate of Stokes County, 



54 

North Carolina, is available for ministerial students who have been licensed to 
preach. 



Concessions 

North Carolina Legislative Tuition Grants. The North Carolina General Assembly- 
provides yearly grants to all legal residents of North Carolina. To be eligible a student 
must be enrolled for at least fourteen credits each semester (by the tenth day of 
classes) and complete a Residency Form 100. The student must not have received 
a bachelor's degree previously. To receive the grant, the student must also complete 
an NCLTG application and return it to the financial aid office. 

Ministerial students receive an $800 concession per year if they (1) have a written 
recommendation or license to preach from their own church body and (2) agree 
to repay the total amount, plus 4 percent interest, in the event that they do not 
serve five years in the pastoral ministry within twelve years of attendance in the 
College. 

Children and spouses of pastors of North Carolina Baptist churches receive an $800 con- 
cession per year if they are the children or spouses of (1) ministers, (2) missionaries 
of the Southern Baptist Foreign Mission Board, (3) officials of the Baptist State 
Convention of North Carolina, or (4) professors in North Carolina Baptist colleges 
or universities who are ordained ministers. Pastors themselves are also eligible. 

Children of other ministers who are not eligible for the above concession receive 
a $150 concession per year if their parent makes a living chiefly by the ministry 
and they have a demonstrated need. 



Other Financial Aid 

Church Choir Work Grants, given by the College and Wake Forest Baptist Church 
to encourage outstanding music students, are awarded on the basis of talent, 
reliability, and interest in the church on the recommendation of the music committee 
of the church and the department of music, for the value of $300. (Interested students 
should communicate with the chairwoman of the department of music.) 

The Ministerial Aid Fund, established in 1897 by the estate of J. A. Melke, is available 
to pre-ministerial students on a loan or grant program on the basis of merit and 
need, and, particularly in the case of grants, academic achievement. 

Student/Student Spouse Employment is possible for part-time, on-campus and off- 
campus work, for a recommended maximum of twenty hours per week for full- 
time students. Summer employment may also be available. (Interested students 
should communicate with the office of career planning and placement.) 

Veterans' Benefits are administered by the Office of the Veterans Administration 
in the Federal Building at 251 North Main Street in Winston-Salem. Records of 
progress are kept by this institution on veteran and non-veteran students alike. 
Progress records are furnished the students, veterans and non-veterans alike, at the 
end of each scheduled school term. 



55 



Outside Assistance 

Students who apply for financial aid from Wake Forest must advise the College 
if they receive any assistance from outside organizations, including but not limited 
to National Merit or Achievement Scholarships; College Scholarship Service- 
sponsored scholarships; local, state, and national scholarship and loan programs. 
This outside assistance will be considered when the financial aid award is calculated. 




56 

Special Programs 

For students of special ability or interest and for students who can take advantage 
of off-campus study opportunities, the College offers a variety of programs. These 
are in addition to combined courses of study in departments in the College and 
the pre-professional curricula described in this bulletin. 

Honors Study 

For highly qualified students, a series of interdisciplinary honors courses is 
described under Courses of Instruction. Under the supervision of the coordinator of 
the honors program, students participate in three or more honors seminars during 
the freshman, sophomore, and junior years. Those who complete four seminars 
with a superior record and who are not candidates for departmental honors may 
complete a final directed study course. With a superior record in that course and 
a grade point average of 3.0 in all work, a student may be graduated with "Honors 
in the Arts and Sciences." 

For students especially talented in individual areas of study, most departments 
in the College offer special studies leading to graduation with honors in a particular 
discipline. The minimum requirement is a grade point average of 3.0 in all work 
and 3.3 (or higher in some areas) in the major. Other course, seminar, and research 
requirements vary from one department to another. 

Open Curriculum 

For students with high motivation and strong academic preparation, the open 
curriculum provides the opportunity to follow a course of study planned within 
the framework of a liberal arts education but not necessarily fulfilling all basic and 
divisional requirements for the degree. Under the Committee on Open Curriculum 
a limited number of students is selected before or during the freshman year by 
previous record of achievement, high aspirations, ability in one or more areas of 
study, strength of self-expression, and other special talents. The course of study 
for the degree is designed by the student and his or her adviser. 

Residential Language Centers 

For students prepared to speak French, German, or Spanish on a regular basis 
with other students studying the same language, the University offers residential 
language centers coordinated by members of the Romance languages and German 
departments. Such students attend regular classes on the campus. Organized social 
and conversational programs also are available in Italian and Russian. 

Foreign Area Studies 

The Foreign Area Studies program enables students who wish to do so to choose 
an interdisciplinary concentration in the language and culture of a foreign area. For 
a full description of these programs, see page 65. 



57 

Study at Salem College 

For full-time students, Wake Forest and Salem College share a program of exchange 
credits for courses taken at one institution because they are not offered at the other. 
An application must be approved by the academic adviser and the dean of the 
College or the dean of the School of Business and Accountancy Except in courses 
of private instruction, there is no additional cost to the student. Grades and grade 
points earned at Salem College are evaluated as if they were earned at Wake Forest. 



Opportunities for Study Abroad 

London 

A program of study is offered each semester at Worrell House, the University's 
residential center near Regent's Park in London. Courses typically encompass aspects 
of the art, theatre, literature, and history of London and Great Britain. (See, for 
example, Art 2320: English Art, Hogarth to the Present, and History 2260: History of 
London, in the course listings of those departments.) Each term a different member 
of the faculty serves as the director of the program, which accommodates sixteen 
students. Further information may be obtained in the office of the provost. 

Venice 

For students wishing to spend a semester in Italy, a program of study is available 
at Casa Artom, the University's residential center on the Grand Canal in Venice. 
Under various members of the faculty, approximately twenty students focus on the 
heritage and culture of Venice and Italy. (Courses offered usually include Art 2693: 
Venetian Renaissance Art, Italian 2213: Spoken Italian, and other courses offered by 
the faculty member serving as director.) Students selected for the Venice program 
are normally required to have completed elementary training in Italian. Limited 
scholarship aid is available to one or two students each semester to assist with 
expenses. Further information may be obtained in the office of the provost. 

France 

For students wishing to study in France, arrangements are made for a semester's 
instruction at the University of Dijon. Under a faculty residential adviser from the 
department of Romance languages, courses are taken at the University of Dijon by 
student groups of varying levels of preparation. (A major in French is not required, 
but French 221 or its equivalent is recommended.) 

Spain 

For students wishing to study in Spain, arrangements are made for a semester's 
instruction at the University of Salamanca. Under a faculty residential adviser from 
the department of Romance languages, courses are taken at the University of 



58 

Salamanca by student groups of varying levels of preparation. (A major in Spanish 
is not required, but Spanish 221 or its equivalent is recommended.) 

India 

For students who can spend a semester in India, arrangements are made for 
instruction in an Indian college or university and travel in the country for a period 
of about three months. (Written approval from the dean of the College is necessary 
for fulfilling basic, divisional, or major requirements.) 

Independent Study 

For students who wish to spend one or more semesters in an approved college 
or university abroad, arrangements must be made with the head of the department 
of the major and the dean of the College, and an approved application for study 
abroad must be filed with the registrar. Up to thirty-six credits for a full-year program 
may be granted by the College upon satisfactory evaluation of the work taken, but 
this credit is not guaranteed. Students in programs other than those offered by Wake 
Forest must apply for readmission to the University. Credit is computed as transfer 
credit at 1.125 credits for each approved semester hour taken abroad. 

In addition, the Independent Study Program of the Experiment in International 
Living is recognized by the College. To participate in this program a student must 
be regularly enrolled and plan to return to the College after study abroad, and 
arrangements must be made with the chairperson of the department of the major 
and the dean of the College. Up to fourteen credits for a one-semester program 
may be granted upon evidence of satisfactory completion of work taken, but this 
is subject to evaluation by the dean of the College. 

Students may seek assistance with choosing an overseas program in the office 
of the dean of the College. 




59 

Requirements for Degrees 

Degrees Offered 

The College offers undergraduate programs leading to the Bachelor of Arts and 
Bachelor of Science degrees. The Bachelor of Arts degree is conferred with a major 
in anthropology, art, chemistry, classical studies, economics, English, French, French- 
Spanish, German, Greek, history, Latin, music, philosophy, physics, politics, 
psychology, religion, sociology, Spanish, or speech communication and theatre arts. 
The Bachelor of Science degree is conferred with a major in biology, chemistry, health 
and sport science, mathematical economics, mathematics, or physics. The Bachelor 
of Arts degree is available with a major in intermediate education or education with 
a state teacher's certificate in social studies, and the Bachelor of Science degree is 
available with a major in education with a state teacher's certificate in science. The 
Bachelor of Science degree may be conferred in combined curricula in dentistry, 
engineering, forestry and environmental studies, medical sciences, medical 
technology, microbiology, and the physician assistant program. The School of 
Business and Accountancy offers undergraduate programs leading to the Bachelor 
of Science degree with a major in accountancy or business. (See page 177 of this 
Bulletin.) 

A student who receives the Bachelor of Arts or Bachelor of Science degree may 
not thereafter receive the other of the two degrees. 

General Requirements 

Students in the College have considerable flexibility in planning their course of 
study. Except for two semesters of required health and sport science courses, only 
three specific courses are required, one in English composition and two in a foreign 
language. To complete preparation for more specialized work in a major field or 
fields, students select three courses in each of four divisions of the undergraduate 
curriculum: (1) literature and the arts; (2) the natural sciences and mathematics; 
(3) history, religion, and philosophy; and (4) the social and behavioral sciences. Nor- 
mally the basic and divisional requirements are completed in the freshman and 
sophomore years and the requirements in the field or fields of the major are com- 
pleted in the junior and senior years. 

All students must complete (1) the basic and divisional requirements (unless 
accepted for the open curriculum), (2) a course of study approved by the depart- 
ment or departments of the major, and (3) elective courses for a total of 144 credits. 
No more than sixteen credits toward graduation may be earned from among all 
of the following courses: Education 353; all military science courses; Music 111-123 
(ensemble courses); and elective 100-level courses in health and sport science. 

All students must earn a C average on all work attempted at all colleges and univer- 
sities. Of the 144 credits required for graduation, at least 72 must be completed in 
the undergraduate schools of Wake Forest University including the work of the senior 
year (except for combined degree curricula). 

A student has the privilege of graduating under the requirements of the bulletin 



60 

of the year in which he or she enters, provided that course work is completed within 
six years of entrance. After six years, the student must fulfill the requirements for 
the class in which he or she graduates. 

Basic Requirements 

All students must complete three required basic courses (unless exempted through 
procedures established by the departments concerned): 
English 110 (composition) or 112 (composition and literature) 
Foreign language 153 (intermediate level) 
Foreign language (literature) 

French 213, 214, 216, 217, or the equivalent 

Spanish 215, 216, 217, 218, or the equivalent 

Italian 215, 216, or the equivalent 

German 211 or 212 

Russian (any literature course) 

Greek 211 or 212 

Latin 211, 212, or 216 

Hebrew 211 

Hindi 211 
No credit is given for any language course below the one recommended by the 
department on the basis of the placement test unless the student is given permission 
to earn such credit by the Language Placement Appeals Board. 

Divisional Requirements 

All students must complete three courses in each of the four divisions of the 
undergraduate curriculum (unless exempted by completion of advanced placement 
requirements): 

Division I. Literature and the Arts (three courses; no more than one course from 
any one of the four groups) 

1. English literature (English 160 or 165) 

2. American literature (English 170 or 175) 

3. Foreign literature (other than the one used for the basic 
requirement) 

Classical languages 

Greek 211, 212, 231, 241, or 242 

Latin 211, 212, 216, 221, 225, or 226 

Classics 253, 254, 263, 264, 265, or 272 
German 211 or 212 

Romance languages (French, Italian, or Spanish literature) 
Russian literature 
Humanities 213, 214, 215, 216, 217, or 218 

4. Fine Arts 
Art 103 or 111 

Music 101, 102, 181, or 182 



61 



Theatre Arts 121 
Division II. The Natural Sciences and Mathematics (three courses, selected from two 
of the four groups) 

1. Biology 111, 112, 212 

2. Chemistry 108, 111, 112 (unless advanced preparation indicates a 
higher course); if one course, 108 or 111; if two courses, 111, 112) 

3. Physics 101, 111, 112, 121, 122 (Physics 101 may not be paired with 
any other physics course) 

4. Mathematics 108, 109, 111, 112, 117, Computer Science 173 (any one; 
if two, the pair must include 108 or 111 but not both) 

Division III. History, Religion, and Philosophy (three courses; no more than one course 
from each group) 

1. History 101 or 102 

2. Religion (any 100-level course) 

3. Philosophy 111, 171, or 172 

Division IV. The Social and Behavioral Sciences (three courses, no more than one from 
any one department) 

1. Anthropology 151 or 152 

2. Economics 150 

3. Politics 113, 114, or 115 

4. Psychology 151 

5. Sociology 151 

Requirement in Health and Sport Science 

All students must complete Health and Sport Science 111 and one additional course 
selected from the 100-series of health and sport science courses. The requirement 
must be met before enrollment in additional health and sport science elective courses, 
and in any case before the end of the second year. 

Proficiency in the Use of English 

Proficiency in the use of the English language is recognized by the faculty as a 
requirement in all departments. A composition condition, indicated by cc under the 
grade for any course, may be assigned in any department to a student whose writing 
is unsatisfactory, regardless of previous credits in composition. The writing of transfer 
students is checked during the orientation period each term, and students whose 
writing is deficient are given a composition condition. For removal of a composition 
condition the student is required to take English 11 during the first semester for which 
he or she registers following the assignment of the cc. Removal of the deficiency 
is prerequisite to graduation. 



Basic and Divisional Requirements 

The basic and divisional requirements are intended to introduce the student to 
various fields of knowledge and to lay the foundation for concentration in a major 
subject and related fields during the junior and senior years. For these reasons, 



62 

as many of the requirements as feasible should be taken in the freshman and 
sophomore years. 

No course requirements may be set aside or replaced by substitutes except through 
regular procedures already established by the faculty or through a specific vote of 
the faculty in regular session. 



Declaring a Major 

To enter upon a major, a student should have earned at least sixty credits. The 
normal time for reaching this point is the end of the second semester of the 
sophomore year. Thirty days before the end of the sophomore year each student 
who will have attained the requisite credits by the end of the semester or the end 
of the summer school is required to indicate to the registrar and to the department 
or departments concerned the selection of a major for concentration during the junior 
and senior years. Before this selection is recorded by the registrar, the student must 
present a written statement from the authorized representative of the department 
or departments indicating that the student has been accepted as a candidate for 
the major in that department. An adviser is available to assist the student in planning 
a course of study for the junior and senior years. A department which rejects a 
student as a major must file with the dean of the College a written statement 
indicating the reason(s) for the rejection. 

If thirty days before the end of the sophomore year a student sees that he or she 
will begin the fifth semester without attaining sixty credits, he or she should consult 
the registrar's office about the proper course to follow. 

A student wishing to major in business or in accountancy should make applica- 
tion to the School of Business and Accountancy. (See page 177 of this bulletin.) 

The undergraduate schools try to provide ample space in the various major fields 
to accommodate the interests of students. It must be understood, however, that the 
undergraduate schools cannot guarantee the availability of space in a given major 
field or a given course, since the preferences of students change and there are limits 
to both faculty and facilities. 

After the beginning of the junior year a student may not change from one major 
to another without the approval of the departments concerned. The student's course 
of study for the junior and senior years includes the minimum requirements for 
the departmental major, with other courses selected by the student and approved 
by the adviser. 

At least half of the major must be completed at Wake Forest University. 

Students preparing for the ministry are advised to elect three courses in religion 
beyond the course included in the divisional requirements. 

The following fields of study are recognized for the major: accountancy, 
anthropology, art, biology, business, chemistry, classical studies, economics, 
education, English, French, French-Spanish, German, Greek, health and sport 
science, history, Latin, mathematical economics, mathematics, music, philosophy, 
physics, politics, psychology, religion, sociology, Spanish, and speech communica- 
tion and theatre arts. 



63 

Maximum Number of Courses in a Department 

Within the College, a maximum of 48 credits in a single field of study is allowed 
within the 144 credits required for graduation. Fifty-six credits toward graduation 
are allowed in any department authorized to offer two fields of study or more. 

These stipulations exclude required related courses from other departments. They 
further exclude, for students majoring in English, English 110 and 112; for students 
majoring in mathematics and minoring in computer science, Mathematics 111 and 
112; and, for students majoring in a foreign language, elementary courses in that 
language. These limits may be exceeded in unusual circumstances only by action 
of the dean of the College. 

Options for Meeting Major Requirements 

For purposes of satisfying graduation requirements a student must select one, 
and only one, of the following options which will receive official recognition on 
the student's permanent record: (1) a single major, (2) a joint major, (3) a single 
major and a minor, (4) a double major. In addition to the options above, a student may 
complete the requirements of a foreign area studies program. 

Double Majors and Joint Majors 

A student may major in two departments in the College with the written per- 
mission of the chairperson of each of the departments and on condition that the 
student meet all requirements for the major in both departments. For administrative 
purposes, the student must designate one of the two fields as the primary major, 
which appears first on the student's record. 

A joint major consisting of fifty-six credits in two fields of study is available in 
classical studies, in mathematical economics, and in French-Spanish. 

Minors 

A minor is not required. Those students, however, who select a single major- 
not those working toward a double or joint major— may choose a minor field from 
among the following: anthropology, art, biology, chemistry, computer science, 
educational studies, professional education, English, French language and culture, 
French literature, German, Greek, health and sport science, history, Latin, 
mathematics, music, philosophy, physics, politics, psychology, religion, sociology, 
Spanish language and culture, Hispanic literature, and speech communication and 
theatre arts. 

For details of the various minors, see the appropriate departmental headings in 
the section of this catalog that lists course offerings. 

Interdisciplinary Minors 

A Minor in Cultural Resource Preservation. The departments of anthropology, art, 
history, and sociology offer an interdisciplinary minor in cultural resource 
preservation (CRP) which will give students preliminary training in the field of 



64 

historic preservation and cultural resource management aimed at the protection and 
enhancement of archeological, historical, and architectural resources. 

The minor requires the following twenty credits: Anthropology 310, Museum Design 
and Operation; Anthropology 361, Conservation Archeology; Art 223, American 
Architecture; History 366, Studies in Historic Preservation; and Sociology 333, The Urban 
Community. It is recommended but not required that students take some of the 
following courses: Anthropology 151, General Anthropology I: Archeology and Human 
Evolution (may count as a Division IV requirement); Sociology 151, Principles of 
Sociology (may count as a Division IV requirement); Anthropology 356, Old World 
Prehistory; Anthropology 359, Prehistory of North America; Art 294, Modern Architecture; 
Art 393, Practicum; Anthropology 261, Museum Practicum; and History 398, Individual 
Study. Students should consult the adviser for the minor in CRP before declaring 
such a minor. Students are strongly advised to declare their intention to minor in 
cultural resource preservation during the first semester of their junior year. Successful 
completion of the minor in cultural resource preservation will be noted on the 
student's transcript. 

A Minor in Women's Studies. The interdisciplinary minor in women's studies requires 
a core course (Humanities 121) and five other courses. At least two of the five courses 
must be in the humanities and two must be in the social sciences, and the courses 
must be distributed among at least three departments, for a total of twenty-four 
credits. It is recommended that one of these courses be the upper division seminar, 
Humanities 321. This structure gives students an understanding of the 
interdisciplinary nature of women's studies within the context of the traditional liberal 
arts curriculum. A student minoring in women's studies might take Humanities 
121 as a sophomore, one humanities and one social science course as a junior, and 
Humanities 321, another humanities course, and another social science course as 
a senior. 
The following courses may be included in the minor: 

Humanities: Art 251, Women and Art; Classics 252, Women in Antiquity; English 
340, Women and Literature; English 376, American Poetry from 1855 to 1900; History 
365, Women in American History; Religion 334B, Feminist Theology; Speech 
Communication and Theatre Arts 357, The Rhetoric of the Women's Rights 
Movement. 

Social. Sciences: Psychology 265, Human Sexuality; Psychology 270L, Sex 

Stereotypes and Roles; Psychology 358, Psychology of Woman; Sociology 248, 

Marriage and the Family; Sociology 305, Male and Female Roles in Society; Sociology 

309, Sex and Human Relationships; Sociology 311, Women in Professions. 

Students intending to minor in women's studies should consult the adviser 

appointed from one of the participating departments and listed with the registrar. 

Students are strongly urged to consult the adviser during the sophomore year. 

Successful completion of the minor in women's studies will be noted on the student's 

transcript. 



65 

Foreign Area Studies 

The foreign area studies programs enable students to choose an interdisciplinary 
concentration in the language and culture of a foreign area. An area studies 
concentration may include courses in the major and also in the minor field, if a 
minor is chosen. Foreign area studies do not replace majors or minors; they may 
supplement either or both. A faculty adviser coordinates each foreign area studies 
program and advises interested students. Further questions may be directed to 
Richard Sears, Coordinator of International Studies. These programs are currently 
available: 

East European Studies. Coordinator, Carl Moses (politics) 
Russian 215 or 216 is required, plus twenty-four credits from the following: 
Russian 215 or 216, History 331, History 332, Politics 232, Economics 255, 
Anthropology 371, Humanities 215, Humanities 218, and relevant seminars, 
colloquia, or independent studies in any one of the departments above. 
German Studies. Coordinator, Donald Schoonmaker (politics) 
Twelve or thirteen credits from German 153, 211, 212, 217, or 220 are required. 
In addition, the student should take four courses from the following groups, 
at least one from each group: (1) History 320 and History/German 231; (2) Politics 
233 and 273; (3) Philosophy 241 and 242. Appropriate credit in the above areas 
could be satisfied by study abroad in Germany. 
Italian Studies. Coordinator, Bianca Artom (Romance languages) 
Italian through the 215 level is required, plus three courses from the following 
groups, at least one each from 2 and 3. (1) Literature: Italian 216, Classics 251, 
Classics 272, and Religion 277; (2) Fine Arts: Art 245, 267, 268, 296C, and 2693; 
Music 181, 201, 206, 220, and 221; (3) History and the Social Sciences: Classics 
271; History 221, 222, 223, and 398. A semester in Venice or another approved 
course of study in Italy is also required. 

Latin American Studies. Coordinator, Gregorio Martin (Romance languages) 
History 272, Politics 236, and Spanish 218 and 223 are required, plus twelve 
credits from the following: Anthropology 305, Anthropology 342, Economics 
252, Politics 235, Spanish 219, 221, and 229. Students are asked to take either 
Spanish 230, 264, 265, or 266 to fulfill the foreign literature requirement in Divi- 
sion I and are strongly urged to spend a semester studying in Latin America. 
Spanish Studies. Coordinator, Kathleen Glenn (Romance languages) 
History 2019, Sociology 2029, Spanish 217, and Spanish 224 are required plus 
twelve credits from the advanced courses in Spanish language and literature 
offered by the department of Romance languages or from the courses offered 
at the University of Salamanca. Students are required to participate in the 
semester in Spain program at Salamanca and are strongly urged to live at the 
Spanish House for at least one semester. 

Senior Testing 

All seniors are required to participate in a testing program designed to provide 
objective evidence of educational development and employing measures of academic 



66 

achievement such as selected portions of the Graduate Record Examination and 
other tests deemed appropriate by the Committee on Academic Affairs. The tests 
are administered during the spring semester, and relevant results are made available 
to the student for his or her information. The primary purpose of the program is 
to provide the University with information for assessing the total educational process. 
The program does not supplant the regular administration of the Graduate Record 
Examination for students applying for admission to graduate school. 

Combined Degrees in the School of Law 

A combined course makes it possible for the student to receive the two degrees 
of Bachelor of Arts and Juris Doctor in six academic years or their equivalent, instead 
of the usual seven years. The first three years of the combined course are in the 
College and the last three are in the School of Law. 

A student pursuing this plan must (1) complete the basic and divisional course 
requirements and become qualified for admission to the upper division; (2) initiate 
an application for admission to the School of Law and secure through the law school 
adviser, who is a member of the law faculty, permission to pursue the combined 
course plan; (3) perform the junior year of study in the College under the supervision 
of a departmental academic adviser and the law school adviser; and (4) complete 
at least 110 credits in the College with a minimum average of C and the first full 
year of law in the School of Law with an average sufficient to remain in the School 
of Law. (Admission to the School of Law is based on the applicant's entire 
undergraduate record, Law School Admission Test scores, and other criteria, and 
permission to pursue the combined degree program does not constitute admission 
to the School of Law.) 

The last year of required college academic work must be taken in the College. 
A student who transfers from another college or university at the end of the first 
or second year must maintain a minimum average of C on all academic work under- 
taken in the College. 

A student who completes the program successfully is eligible to receive the 
Bachelor of Arts degree at the end of the first full year in the School of Law; the 
Juris Doctor degree is awarded to the student who, having received the Bachelor 
of Arts degree, also fulfills requirements for the Juris Doctor degree. The quantitative 
and qualitative academic requirements set forth here are minimum requirements 
for the successful completion of the combined degree program; satisfying the re- 
quirements of the three-year program in the College does not necessarily entitle 
an applicant to admission to the School of Law. 

Combined Degrees in Medical Sciences 

A limited number of students may receive a Bachelor of Science degree with a 
major in medical sciences. 

Under this plan the student fulfills the requirements for the degree by completing 
three years of work in the College with a minimum average grade of C and by 
satisfactorily completing the first full year of medicine (at least thirty semester hours) 



67 

as outlined by the faculty of the Bowman Gray School of Medicine, with a record 
entitling promotion to the second-year class. (Under current scheduling, successful 
candidates receive the baccalaureate degree in August rather than in May.) At least 
one year (thirty-six credits) of the required academic work must be completed in 
the College. 

Before entering the School of Medicine for the fourth year of work, candidates 
for the Bachelor of Science degree with a major in medical sciences must complete 
the basic course requirements; the divisional course requirements in Divisions I, 

111, and IV; the health and sport science requirement; Biology 111, 112, 212 (any 
two courses); Biology 312, 320, 321, 326, 351, 360, 371 (any two courses); Chemistry 
111 and 112; Chemistry 221 and 222; Physics 111 and 112; mathematics (one course); 
and electives for a total of 108 credits. 

The completion of the prescribed academic subjects does not necessarily entitle 
an applicant to admission to the School of Medicine. (All other factors being equal, 
applicants who have done all their work in the College are given preference.) 

Combined Degrees in Medical Technology 

Students may qualify for the Bachelor of Science degree in medical technology 
by completion of the academic requirements outlined in the following paragraph 
and by satisfactory completion of the full program in medical technology offered 
by the Division of Allied Health Programs of the Bowman Gray School of Medicine. 
A grade of at least C is required in all courses taken in the program in medical 
technology. At least one year (thirty-six credits) of the required academic work must 
be completed in the College. (Under current scheduling, successful candidates 
receive the baccalaureate degree in August rather than in May.) 

Students seeking admission to the program must file application in the fall of 
their junior year with the division of Allied Health Programs of the School of 
Medicine. Selection is based upon recommendations of teachers, college academic 
record, Allied Health Professions Admissions Test score, impressions made in 
personal interviews, and work experience (not essential, but important). Students 
must complete the basic course requirements; the divisional course requirements 
in Divisions I, III, and IV; the health and sport science requirement; Biology 111, 

112, 212 (three courses or equivalents); Biology 326; Chemistry 111, 112, 221, and 
222; mathematics (one course); and electives for a total of 108 credits. Desirable 
electives outside the area of chemistry and biology include physics, data processing, 
and personnel and management courses. (Interested students should consult a 
biology department faculty member during the freshman year for further 
information.) 

Degrees in the Physician Assistant Program 

Students may qualify for the Bachelor of Science degree in the physician assistant 
program by completion of three years (108 credits) in the College with a minimum 
average grade of C, and by satisfactory completion of the full twenty-four-month 
course in the physician assistant program offered by the Division of Allied Health 



68 

Programs of the Bowman Gray School of Medicine. At least one year (thirty-six 
credits) of the required academic work must be completed in the College. Candidates 
for the degree must complete the basic course requirements, the divisional course 
requirements, and the health and sport science requirement; at least four courses 
in biology (including one course in microbiology); and at least four courses in the 
social sciences (sociology, psychology, and economics) are recommended. A course 
in statistics and three or four courses in chemistry are also recommended. Applicants 
to the program must have a minimum of six months of clinical experience in patient 
care services. (Interested students should consult a biology department faculty 
member during the freshman year for further information.) 

Degrees in Microbiology 

Students may qualify for the Bachelor of Science degree in microbiology by 
completion of three years (112 credits) in the College with a minimum average grade 
of C, and by satisfactory completion of a thirty-two hour major in microbiology 
in the Bowman Gray School of Medicine. At least one year (thirty-six credits) of 
the required academic work must be completed in the College. Candidates for the 
degree must complete the basic course requirements, the divisional course re- 
quirements, and the health and sport science requirement; Microbiology 302, 304 
(or Biology 462), and Biology 371; additional courses to complete the major will 
be selected from Microbiology 402, 403, 404, 405, 408, 410, 411, 413, 414, 432, 433, 
434, Biology 321, 348, 360, 372, 373, and 391, 392. Required related courses are two 
courses in physics and at least two courses in organic chemistry. Additional 
chemistry and mathematics courses may be suggested by the major adviser for 
students progressing toward advanced work in microbiology. The student should 
consult the microbiology adviser during the sophomore year to establish a program 
of study. Work on the major must begin no later than the fall semester of the junior 
year. 

Degrees in Dentistry 

A student may fulfill the requirements for the Bachelor of Science degree with 
a major in dentistry by completing three years of work in the College with a minimum 
average grade of C, and by satisfactorily completing the first two years of work in 
one of certain approved dental schools designated by the University, with a record 
entitling advancement to the third-year class. 

For this degree the requirements in the College are the same as those for the degree 
with a major in medical sciences. 

Degrees in Engineering 

The College cooperates with North Carolina State University and other engineering 
schools in offering a broad course of study in the arts and sciences combined with 
specialized training in engineering. A program for outstanding students covers five 
years of study, including three years in the College and approximately two years 
in one of the schools of engineering. (Depending upon the field chosen, it may 



69 



be advisable for a student to attend the summer session in the engineering school 
after transfer.) Admission to Wake Forest does not guarantee admission to the 
engineering school. Those decisions are based on the student's transcript, 
performance, and status at the time of application. Upon successful completion of 
the five years of study, the student receives the degree of Bachelor of Science from 
the University and the degree of Bachelor of Science in one of the specialized 
engineering fields from the engineering school. 

The curriculum for the first three years must include the basic and divisional 
requirements. Suggested courses for the freshman year are English 110 and 160 (or 
a foreign literature); foreign language courses 211, 215, or 216; Mathematics 111, 112; 
Physics 121, 122; and Health and Sport Science 111, 112. Suggested courses for the 
sophomore year are English 170 (or a foreign literature); Philosophy 111; Mathematics 
113 or 251; Physics 141, 161, and 162; and Chemistry 111, 112. Suggested courses 
for the junior year are a history course, a religion course, Mathematics 311, and 
Economics 150. 

This rigorous curriculum demands special aptitude in science and mathematics. 
Electives are chosen in consultation with the chairman of the department of physics. 

Degrees in Forestry and Environmental Studies 

The College cooperates with the Duke University School of Forestry and 
Environmental Studies to offer students interested in these areas the possibility of 
earning both bachelor's and master's degrees within five years. For details about 
the program students should consult a faculty member in the biology department. 




Vice President and Treasurer John G. Williard 



70 

Courses of Instruction 

Plans of study, course descriptions, and the identification of instructors apply to the academic 
year 1985-86, unless otherwise noted, and reflect official faculty action through March 17, 
1986. 

The University reserves the right to change programs of study, academic requirements, 
assignment of lecturers, or the announced calendar. 

Odd-numbered courses are normally taught in the fall, even-numbered in the 
spring. Exceptions are noted after course descriptions. Number of credits is shown 
by numerals immediately after the course title— for example, (3) or (3, 3). The sym- 
bols P— and C— followed by course numbers or titles are used to show prerequisites 
and corequisites for a course. 

Courses 101-199 are primarily for freshmen and sophomores; courses 200-299 are 
primarily for juniors and seniors; courses 301-399 are for advanced undergraduates 
and graduate students. (Other graduate courses are described in the Bulletin of the 
Graduate School; a complete listing of summer courses is in the Bulletin of the 
Summer Session.) 

Anthropology 

J. Ned Woodall, Chairman 
Professors E. Pendleton Banks, Stanton K. Tefft, J. Ned Woodall 

Associate Professors David K. Evans, David S. Weaver 

Assistant Professor/Curator, Museum of Man Linda B. Robertson 

Adjunct Assistant Professor Jay R. Kaplan 

Research Associate/Instructor Ben P. Robertson 

A major in anthropology requires a minimum of thirty-six credits and must in- 
clude Anthropology 151, 152, 340, 388, and either 356 or 359. 

Students are encouraged but not required to enroll in a course offering intensive 
field research training. However, only four credits from Anthropology 381, 382 and 
four credits from Anthropology 383, 384 may be used to meet major requirements. 
Additional courses are counted within the limits specified for a single field of study. 

A minimum grade point average of 2.0 in anthropology courses is required at the 
time the major is declared. A minimum grade point average of 2.0 in all anthropology 
courses is required for graduation. 

A minor in anthropology requires twenty-four credits and must include 
Anthropology 151, 152, and 340. Minors will not receive credit for Anthropology 
388, 398, or 399. Only four credits from Anthropology 305, 345, 365, 381, 382, 383, 
and 384 may be used to meet minor requirements and departmental permission 
must be obtained for minor credit in these courses. 

To be graduated with the designation "Honors in Anthropology," highly qualified 
majors should apply to the department for admission to the honors program. They 
must complete a senior research project, document their research, and satisfactorily 
defend their work in an oral examination. For additional information, members of 
the departmental faculty should be consulted. 



71 

151. General Anthropology I: Archeology and Human Evolution. (4) Origin and 
evolution of man with a focus on human biological and sociocultural change during 
the Plio-Pleistocene. 

152. General Anthropology II: Cultural Anthropology. (4) A cross-cultural analysis 
of human institutions with a survey of major theories explaining cultural variety 
and human nature. 

260. Archeological Laboratory Practicum. (2) Instruction in artifact cleaning, preser- 
vation, cataloging, and analysis; preparation of museum exhibits; familiarization 
with darkroom procedures, drafting, and report preparation. P— Permission of 
instructor. 

261. Museum Practicum. (3) Designed to give the student practical experience while 
working at the Museum of Man in six basic areas of museum operation: administra- 
tion, research, curatorial duties, conservation, exhibition design, and education. 
P— Permission of instructor. 

262. Physical Anthropology Practicum. (2) Practical experience in current problems 
in physical anthropology. P— Anthropology 151. 

305. Conflict and Change on Roatan Island (Honduras). (4) Readings and field 
research focusing on the barriers and processes of sociocultural and technological 
change in a heterogeneous island community. Usually offered in summer. P— 
Anthropology 151 or Anthropology 152 and permission of instructor. 

310. Museum Design and Operation. (4) The principles of museum design and 
operation through lectures, readings, workshops with visiting experts in the field, 
and field trips to neighboring museums (possibly to Washington, DC). Students 
have an opportunity to put some of the principles in practice by planning and design- 
ing exhibits in the Museum of Man. P— Permission of instructor. 

321. The Anthropology of Art. (4) The arts (primarily visual) in folk and tribal 
cultures from comparative, structural, and functional points of view. P— Permission 
of instructor. 

340. Images of Man: Perspectives on Anthropological Thought. (4) A study and 
evaluation of the major anthropological theories of man and society, including 
cultural evolutionism, historical particularism, functionalism, structuralism, cultural 
ecology, and cultural materialism. The relevance and significance of these theories 
to modern anthropology are discussed. P— Anthropology 151 and Anthropology 
152, and sophomore or junior standing, or permission of instructor. 

342. Tradition and Conflict in Latin America. (4) Socio-cultural perspectives on 
contemporary problems in Latin America and the Caribbean. P— Anthropology 151 
or Anthropology 152 or permission of instructor. 

343. Socio-cultural Development in the Third World. (4) Analytical survey of pro- 
blems facing Third World nations and the application of anthropology in change 
conflict situations today. P— Anthropology 151 or Anthropology 152 or permission 
of instructor. 



72 

344. Medical Anthropology. (4) The impact of Western medical practices and theory 
on non-Western cultures and anthropological contributions to the solving of world 
health problems. P— Anthropology 151 or permission of instructor. 

345. Mountain Folklore in North Carolina. (4) The role folklore plays in all human 
cultures in general and in the culture of the mountain people of Western North 
Carolina in particular. Field trips to mountain counties conducted. P— Permission 
of instructor. 

351. Physical Anthropology. (4) Introduction to biological anthropology, human 
biology, evolution, and variability. P— Anthropology 151. 

352. Laboratory Methods in Physical Anthropology. (1) Basic methods used by 
physical anthropologists to gather data, such as blood grouping, measurement, 
dermatoglyphics, and dental castings. Lab— two hours. P— Permission of instructor. 

353. Peoples and Cultures of Africa. (4) The ethnology and prehistory of Africa 
south of the Sahara. P— Anthropology 151 or Anthropology 152. 

354. Primitive Religion. (4) The worldview and values of non-literate cultures as 
expressed in myths, rituals, and symbols. P— Anthropology 151 or Anthropology 152. 

355. Language and Culture. (4) An introduction to the relations between language 
and culture, including methods for field research. P— Anthropology 151 or 
Anthropology 152. 

356. Old World Prehistory. (4) Survey of Old World prehistory, with particular at- 
tention to geological and climatological events affecting culture change. P— 
Anthropology 151 or permission of instructor. 

357. Archeology of Early Complex Societies. (4) Comparison of the archeology of 
early complex societies, with special attention to the Maya, Aztec, and Teotihuacan 
cultures in Mesoamerica; the Huari and Inca in South America; the Anasazi of North 
America; and Egyptian and Mesopotamian groups of the Old World. An emphasis 
will be given to theories of origins and change in complex societies. P— Anthropology 
151 or permission of instructor. 

358. The American Indian. (4) Ethnology and prehistory of the American Indian. 
P— Anthropology 151 or Anthropology 152. 

359. Prehistory of North America. (4) The development of culture in North America 
as outlined by archeological research, with an emphasis on paleoecology and 
sociocultural processes. P— Anthropology 151 or permission of instructor. 

360. Archeology of the Southeastern United States. (4) A study of human adapta- 
tion in the Southeast from Pleistocene to the present, emphasizing the role of 
ecological factors in determining the formal aspects of culture. P— Anthropology 151. 

361. Conservation Archeology. (4) A study of the laws, regulations, policies, pro- 
grams, and political processes used to conserve prehistoric and historic cultural 
resources. P— Anthropology 151 and Anthropology 359 or permission of instructor. 

362. Human Ecology. (4) The relations between the human being and the inorganic 
and organic environments as mediated by culture; laboratory experience with aerial 



73 

photography and other remote sensing techniques. P— Anthropology 151 or 
Anthropology 152 or permission of instructor. 

364. Human Osteology. (4) A survey of human skeletal anatomy and analysis, 
emphasizing archeological and anthropological applications. P— Anthropology 151 
and permission of instructor. 

365. Field Research in Physical Anthropology. (2, 3, or 4) Training in techniques 
for the study of problems of physical anthropology, carried out in the field. Usually 
offered in the summer. P— Permission of instructor. 

366. Human and Non-Human Evolution. (4) Investigation of primate and human 
evolution, both in anatomy and in behavior. P— Anthropology 151 and permission 
of instructor. 

371. European Peasant Communities. (4) Lectures, reading, and discussion on 
selected communities and their sociocultural contexts, including folklore, folk art, 
and processes of culture change. P— Anthropology 151 or Anthropology 152 or per- 
mission of instructor. 

380. Anthropological Statistics. (4) Basic statistics, emphasizing application in 
anthropological research. (A student who receives credit for this course may not 
also receive credit for Biology 348, Business 201, Mathematics 157, or Sociology 380.) 

381, 382. Archeological Research. (4, 4) The recovery of anthropological data through 
the use of archeology, taught in the excavation and interpretation of a prehistoric 
site. P— Anthropology 151. 

383, 384. Field Research in Cultural Anthropology. (4, 4) Training in techniques 
for the study of foreign cultures, carried out in the field. P— Anthropology 151 or 
Anthropology 152. 

385, 386. Special Problems Seminar. (4) Intensive investigation of current scien- 
tific research within the discipline. The course concentrates on problems of con- 
temporary interest. P— Permission of instructor. 

387. Advanced Statistical Analysis in Anthropology. (4) Principles of multivariate 
statistical analysis and applications to anthropological problems. P— Anthropology 
380. 

388. Senior Seminar. (4) A review of the contemporary problems in the fields of 
archeology and physical and cultural anthropology. P— Senior standing or permission 
of instructor. 

398, 399. Individual Study. (1, 2, 3, or 4) A reading, research, or internship course 
designed to meet the needs and interests of selected students, to be carried out 
under the supervision of a departmental faculty member. 



74 



Art 

Margaret S. Smith, Chairwoman 

Professor Terisio Pignatti (Venice) 

Associate Professors Robert Knott, Margaret S. Smith 

Assistant Professors Gary A. Cook, Paul H. D. Kaplan, Harry B. Titus Jr. 

Visiting Assistant Professor David Faber 

Lecturers Brian Allen, David Bindman (London) 

Instructors Deborah Fanelli, Catherine L. Turrill 

Gallery Director Victor Faccinto 

The department offers courses in the history of art and in the practice of draw- 
ing, painting, printmaking, and sculpture. The program is designed to introduce 
students to the humanistic study of the visual arts. The courses are intended to 
increase the student's understanding of the meaning and purpose of the arts and 
their historical developments, their role in society, and their relationship to other 
humanistic disciplines. The work in the classroom and studio is designed to inten- 
sify the student's visual perception and to develop a facility in a variety of technical 
processes. A visiting artist program and varied exhibitions in the gallery of the Scales 
Fine Arts Center as well as internships in local cultural organizations supplement 
the regular academic program of the department. 

The major in art requires forty credits. For an art history major, eight courses are 
to be in art history and two in studio art. For a studio art major, eight courses are 
to be in studio art and two in art history. 

The studio art major may earn teacher certification in art education (K-12) by cross 
registration with the Salem College teacher education program. 

A minor in art requires five courses, including at least one course in art history 
and one course in studio art. 

Any student interested in majoring or minoring in art should consult the chair- 
woman of the art department. 

Qualified students in both the art history and studio areas may ask to participate 
in the department's honors program. To be graduated with the designation "Honors 
in Art," students must execute a written project or create a body of work; the results 
of their efforts must be presented and defended before a committee of the depart- 
mental faculty. Interested students should consult any member of the department 
for additional information concerning the requirements for this program. 



Art History 

103. Introduction to the Visual Arts. (4) A historical introduction to the arts of various 
cultures and times with discussions of technique, style, methodology, and terms. 
Satisfies the Division I requirement. 

221. Idea and Form in Indian Art. (4) An examination of Indian ideas on the sacred 
and profane as revealed in architectural and sculptural forms in Hindu, Buddhist, 
and Muslim art in India. 



75 

228. Egyptian Art. (4) The art and architecture of ancient Egypt from the predynastic 
period through Roman Egypt. 

230. African Art. (4) The traditional arts of Africa south of the Sahara. 

233. American Architecture. (4) A survey of American architecture from 1650 to 
the present. 

235. Art and Architecture of the South. (4) A survey of the architecture, painting, 
and sculpture in the South from 1600 to the present. 

241. Ancient Art. (4) A survey of architecture, painting, and sculpture from the 
prehistoric through the late Roman periods. 

244. Greek Art. (3) A survey of architecture, painting, and sculpture from the 
prehistoric through the Hellenistic periods. 

245. Roman Art. (4) A survey of Etruscan and Roman architecture, painting, and 
sculpture. 

246. Greek and Roman Architecture. (4) A survey of classical architecture, from 
the Archaic Greek through the late Roman period. 

250. Twentieth Century American Art and Literature. (4) An exploration of the ideas, 
values, and feelings found in the art and literature of twentieth century figures such 
as Kandinsky, Stevens, Picasso, and Kafka. 

251. Women and Art. (4) A historical examination of the changing image of women 
in art and the role of women artists. 

252. Romanesque Art. (4) Art and architecture from the Carolingian Renaissance 
through the twelfth century. 

253. The Gothic Cathedral. (4) The character and evolution of Gothic cathedrals 
and the sculpture, stained glass, metalworks, and paintings designed for them. 

254. Romanesque Sculpture. (4) An examination of the re-emergence and develop- 
ment of sculpture in Western Europe during the period 1000-1150. 

256. History of Books and Printing. (2-4) An examination of the development of 
the book from the invention of printing to the present. 

257. Printing on the Hand Press. (4) A study of the history of printing and books 
combined with the practical experience of learning the art and craft of printing. 
The objectives of the course are to provide a basis for the appreciation of fine printing 
and to allow the student an opportunity to learn the techniques of hand printing. 
P— Permission of instructor. 

266. Art in the Age of Discovery. (4) An exploration of the visual imagery which 
recorded the expansion of Western civilization, and the active role which art played 
in that expansion, from Marco Polo and Giotto to Captain Cook and Tiepolo (c. 
1300-c. 1775). 

267. Early Italian Renaissance Art. (4) An introduction to the painting, sculpture, 
and architecture of Italy from 1250 to 1500, with a concentration on the arts in fif- 
teenth century Florence. 



76 

268. Italian High Renaissance and Mannerist Art. (4) A study of the arts in six- 
teenth century Italy with emphasis on the achievement of Leonardo da Vinci, 
Raphael, Michelangelo, Giorgione, and Titian, and the dissolution of Renaissance 
idealism in the art of the early Mannerists. 

270. Northern Renaissance Art. (4) A survey of painting, sculpture, graphic art, 
and patronage in Northern European art from 1300 to the death of Diirer in 1528. 

271. Studies in French Art. (2) Lectures and field trips in French painting, sculpture, 
and architecture, concentrating on the eighteenth and nineteenth centuries. Offered 
in Dijon. 

272. Baroque Art. (4) A survey of European painting and sculpture from 1600 to 1700. 

275. History of Landscape Architecture. (4) Study of garden design, beginning with 
Roman gardens and continuing through the creation of public parks in the nine- 
teenth century. 

281. Modern Art to 1900. (4) A survey of European painting and sculpture from 
1700 to 1900, emphasizing the nineteenth century. 

282. Modern Art after 1900. (4) A survey of European and American painting and 
sculpture from 1900 to the present. 

283. Impressionism. (4) A detailed study of the French Impressionist painters, with 
some consideration of Impressionism in other forms. 

284. Contemporary American Art. (4) An intensive study of American painting and 
sculpture from 1950 to the present. 

286. Studies in Twentieth Century Art: Myth in Modern Art. (3) An analysis of 
traditional Western and non-Western myths as expressed and interpreted by twen- 
tieth century artists. 

288. Modern Architecture. (4) A survey of European and American architecture 
from 1900 to the present. 

291. Individual Study. (4) A course of independent study with faculty guidance. 

292. Individual Study. (4) A course of independent study with faculty guidance. 

293. Practicum. (4) Internships in local cultural organizations, to be arranged by 
the art department. Pass/Fail. 

296. Art History Seminar. (4) Offered by members of the faculty or visiting faculty 
on topics of their choice. A paper is required. P— Permission of instructor. 

a. Ancient Art d. Baroque Art g. American Art 

b. Medieval Art e. Modern Art h. Modern Architecture 

c. Renaissance Art f Contemporary Art i. American Architecture 

297. Seminar: Art and Politics. (4) In-depth examinations of works of art from the 
medieval period to the Russian Revolution, selected for their significant political 
content. 

2320. English Art, Hogarth to the Present. (4) A survey of English painting, 



77 



sculpture, and architecture in the Georgian, Victorian, and modern periods. Slide 
lectures, student reports, museum visits, and lectures. Taught by special lecturer. 
Offered in London. 

2693. Venetian Renaissance Art. (4) A survey of the art of the Venetian Renaissance, 
with slide lectures and museum visits. Offered in Venice. 

Anthropology 321. The Anthropology of Art. (4) The arts (primarily visual) in folk 
and tribal cultures from comparative, structural, and functional points of view. P— 
Permission of instructor. 

Studio Art* 

111. Introduction to Drawing and Design. (4) Introduction to the basic elements 
of two-dimensional and three-dimensional design, to include drawing, painting, 
and sculpture. Six class hours per week. Satisfies the Division I requirement. 

112. Introduction to Painting. (4) An introduction to painting fundamentals in a 
variety of contemporary styles in the oil or acrylic media. P— Art 111. 

115. Introduction to Sculpture. (4) An introduction to basic sculptural styles and 
multi-media, with emphasis on contemporary concepts. P— Art 111. 

117. Introduction to Printmaking. (4) Concentrated introduction to one or more of 
the following areas of printmaking: lithography, intaglio, and silkscreen. P— Art 111. 

211. Intermediate Drawing. (4) Continuation of Art 111, with concentrated emphasis 
on drawing fundamentals and idea development in realistic and abstract styles, em- 
phasizing composition, value, line, and form. Six class hours per week. P— Art 111. 

212. Intermediate Painting. (4) Continuation of Art 112, with concentrated emphasis 
on idea development. P— Art 112. May be repeated. 

215. Intermediate Sculpture. (4) Continuation of Art 115, with emphasis on idea 
development. P— Art 115. May be repeated. 

217. Intermediate Printmaking. (4) Continuation of Art 117, with emphasis on idea 
development. P— Art 117. May be repeated. 

218. Figure Drawing. (4) Introduction to figure drawing. 

219. Advanced Sculpture. (4) A course of individual study with faculty guidance. 
May be repeated. P— Art 215. 

222. Advanced Painting. (4) A course of individual study with faculty guidance. 
May be repeated. P— Art 212. 

223. Advanced Drawing. (4) A course of individual study with faculty guidance. 
May be repeated. P— Art 211. 

229. Advanced Printmaking. (4) A course of individual study with faculty guidance. 
May be repeated. P— Art 217. 



''Prerequisites may be waived with permission of instructor. 



78 

295. Studio Seminar. (2, 4) Offered by members of the faculty or visiting faculty 
on topics of their choice and related studio activities. P— Permission of instructor. 



Asian Studies 

Balkrishna Govind Gokhale, Director 

The Asian Studies program, established in 1960 with financial assistance from 
the Mary Reynolds Babcock Foundation, is interdisciplinary and involves the 
cooperation and resources of several departments in the humanities and social 
sciences. Its objectives are to broaden the traditional curriculum with the infusion 
of a systematic knowledge and understanding of the culture of Asia. 

Asian Studies 211, 212. Asian Studies. (4, 4) Asian thought and civilization. Some 
dominant themes in Asian thought and their influence on Asian civilizations. 

Art 221. Idea and Form in Indian Art. (4) An examination of Indian ideas on the 
sacred and profane as revealed in architectural and sculptural forms in Hindu, 
Buddhist, and Muslim art in India. 

Chinese 111, 112. Elementary Chinese. (4, 4) Emphasis on the development of listen- 
ing and speaking skills in Mandarin. Brief introduction to the writing system and 
to basic sentence patterns. Lab— one hour. 

Hindi 111, 112. Elementary Hindi. (4, 4) Attention mainly to basic Hindi grammar, 
vocabulary building, simple composition, and conversation. Lab— one hour. 

Hindi 153. Intermediate Hindi. (4) Advanced practice in Hindi composition and 
conversation and introduction to literary Hindi. Lab— one hour. P— Hindi 111, 112, 
or equivalent. 

Hindi 211. Hindi Literature. (4) Reading and translation of selected texts in prose 
and poetry and journalistic Hindi. Lab— one hour. P— Hindi 153. 

History 339. India in the English Mind. (4) An exploration of the changing images 
of India, its people, and culture as reflected in English literature, especially Kipling, 
Forster, Kaye, and Paul Scott. The three major themes will be confrontation, 
accommodation, and nostalgia. 

History 341. Southeast Asia from 1511 to the Present. (4) A survey of the history 
and culture of Southeast Asia under Western colonial systems, with special reference 
to economic, social, and cultural developments, the rise of nationalism, and the 
emergence of new nation-states. 

History 342. The Middle East from Suleiman the Magnificent to the Present. (4) 

Major subjects covered are the rise and fall of the Ottoman Empire, the Arabs and 
Persians under Ottoman hegemony, the rise of Arab nationalism, and the emergence 
of the modern Arab states and their roles in the post-World War II era. 

History 343. Imperial China. (4) Development of traditional institutions in Chinese 
society to 1644; attention to social, cultural, and political factors, emphasizing con- 
tinuity and resistance to change. 



79 

History 344. Modern China. (4) The Manchu Dynasty and its response to the 
Western challenge, the 1911 Revolution, the warlord era and the rise of the Com- 
munists, Chinese Communist society, and the Cultural Revolution. 

History 345, 346. History and Civilization of South Asia. (4, 4) An introduction 
to the history and civilization of South Asia, with emphasis on historical 
developments in the social, economic, and cultural life of the area. 

History 347. India in Western Literatures. (4) A one-semester historical survey of 
images of India in Western literatures, with special reference to religious and 
philosophical ideas, art, polity, society, and culture. 

History 348. Modern Japan. (4) Tokugawa era; Meiji Restoration; industrialization 
and urbanization; relations with the West; World War II; occupation; Japan in the 
contemporary world. 

History 349, 350. East Asia. (4, 4) An introduction to the social, cultural, and political 
development of China, Japan, and Korea. 349: to 1600; 350: since 1600. 

Politics 234. Government and Politics of East Asia. (4) An analysis of the political 
institutions and processes in China and Japan, with emphasis on the problems of 
modernization. 

Politics 245. Government and Politics of South Asia. (4) A study of the govern- 
ments of India, Pakistan, Nepal, and Ceylon; emphasis on political organizations, 
party structures, and subnational governmental systems. 

Religion 360. Hinduism. (4) A study of the fundamental features of the Hindu 
tradition. 

Religion 361. Buddhism. (4) A study of the Buddhist tradition, its fundamental 
features, and its impact on the cultures of Asia. 

Religion 364. Islam. (4) A study of the fundamental concepts of Islamic thought 
and the historical context of its development. Both ancient and contemporary im- 
pact of the teachings of Islam are considered. 

Biology 

Ronald V. Dimock Jr., Chairman 

Professors Charles M. Allen, Ralph D. Amen, Ronald V. Dimock Jr., 

Gerald W. Esch, Mordecai J. Jaffe, Raymond E. Kuhn, 

James C. McDonald, Robert L. Sullivan, Peter D. Weigl, Raymond L. Wyatt 

Associate Professors Nina Stromgren Allen, Herman E. Eure, 

Hugo C. Lane, A. Thomas Olive 

Assistant Professors Carole L. Browne, Robert A. Browne, 

Wayne L. Silver, William A. Thomas 

Adjunct Professors J. Whitfield Gibbons, Harold O. Goodman, 

Stephen H. Richardson 

At the end of the sophomore year a student electing to major in biology meets 
with a major adviser to plan the course of study for the junior and senior years. 



80 

The requirements for completion of the major are those in effect at the time of the 
conference, since the curriculum and departmental requirements may change slightly 
during the student's period of residence. All majors are required to take Biology 
111, 112, 211, and 212. Co-major requirements are Chemistry 111 and 112 and two 
additional courses in the physical sciences. 

For students declaring majors in the spring, the requirement for a major is a 
minimum of forty-one credits in biology. The forty-one credits must include at least 
six biology courses carrying five credits. A minimum grade average of C on all courses 
attempted in biology at Wake Forest University is required for graduation with a 
major in biology. (Students declaring a major later than the spring should consult 
with a biology major adviser for the specific major requirement at that time.) A 
minor in biology requires twenty credits. 

Prospective majors are strongly urged to take Chemistry 111, 112 and Biology 111, 
112 in the freshman year. They are advised to take Biology 211 and Biology 212 in 
the sophomore year; most majors also take organic chemistry as sophomores. 
Deviations from this pattern may necessitate summer work to fit the basic courses 
into an orderly sequence. 

Advanced work in many areas of biology may require additional courses in 
mathematics, the physical sciences, and other areas of biology. The adviser calls 
these to the attention of the student, depending on individual needs. 

Highly qualified majors are invited by the department to apply for admission to 
the honors program in biology. To be graduated with the distinction "Honors in 
Biology," they must complete a research project under the direction of a staff member 
and pass a comprehensive oral examination. 

All 300-level biology courses presume a background equivalent to introductory 
and intermediate biology (that is, through Biology 212). 

111. Biological Principles. (5) Fundamental principles and concepts in biology. 
Lab— three hours. 

112. Organismic Biology. (5) Morphology and phylogeny of plants and animals. 
Lab— three hours. P— Biology 111 or permission of instructor. 

115. Advanced Placement Seminar. (1) A team-taught course involving lecture, 
discussion, laboratory, and field experiences to examine a variety of topics in biology. 
The course is available to all students who have received advanced placement credit 
for Biology 111, especially those intending to major in biology. P— Advanced place- 
ment credit for Biology 111. 

211. Population Biology. (4) Population and evolutionary aspects of biology. P— 
Biology 111 or permission of instructor. 

212. Cell Biology. (5) Molecular and cellular aspects of biology. Lab— three hours. 
P-Biology 111 and Chemistry 111, 112. 

301-305. Topics in Biology. (1-5) Seminar and/or lecture courses in selected topics, 
some involving laboratory instruction. 

312. Genetics. (5) A study of principles in inheritance and their application to plants 



81 



and animals, including humans. Laboratory work in the methods of breeding some 
genetically important organisms and of compiling and presenting data. Lab— three 
hours. 

314. Evolution. (4) Analysis of the theories, evidences, and mechanisms of evolution. 

320. Comparative Anatomy. (5) A study of chordate animals, with emphasis on 
comparative anatomy and phylogeny. Dissection of representative forms in the 
laboratory. Lab— four hours. 

321. Parasitology. (5) A survey of protozoan, helminth, and arthropod parasites 
from the standpoint of morphology, taxonomy, life histories, and host/parasite rela- 
tionships. Lab— three hours. 

323. Animal Behavior. (4) A survey of laboratory and field research on animal 
behavior. (May count as biology or psychology but not both; choice to be determined 
at registration.) 

325. Plant Anatomy. (5) A study of comparative anatomy of the vascular plants, 
with emphasis on phylogeny. Lab— four hours. 

326. Microbiology. (5) The structure, function, and taxonomy of microorganisms 
with emphasis on the bacteria. Some immunological processes are considered. 
Lab— four hours. 

327. Nonvascular Plants. (5) An examination of representative nonvascular plants, 
with emphasis on morphology and phylogeny. Lab— four hours. 

328. Vascular Plants. (5) A comparative survey of the vascular plants, with emphasis 
on structure, reproduction, classification, and phylogeny. Lab— four hours. 

331. Invertebrates. (5) Systematic study of invertebrates, with emphasis on func- 
tional morphology, behavior, ecology, and phylogeny. Lab— three hours. 

333. Vertebrates. (5) Systematic study of vertebrates, with emphasis on evolution, 
physiology, behavior, and ecology. Laboratory devoted to systematic, field, and ex- 
perimental studies. Lab— three hours. 

334. Entomology. (5) A study of insects, with emphasis on structure, development, 
taxonomy, and phylogeny. Lab— four hours. 

338. Plant Taxonomy. (5) A study of the classification of seed plants, with emphasis 
on the comparative study of orders and families. Lab— four hours. 

340. Ecology. (5) Interrelationships among living systems and their environments; 
structure and dynamics of major ecosystem types; contemporary problems in 
ecology. Lab— three hours. 

341. Marine Biology. (5) An introduction to the physical, chemical, and biological 
parameters affecting the distribution of marine organisms. Lab— three hours. 

342. Aquatic Ecology. (5) A course designed to cover the general principles and 
concepts of limnology and aquatic biology as they apply to lentic and lotic habitats. 
A major portion of the field study is centered at the Charles M. Allen Biological 
Station. Lab— three hours. 



82 

344. Populational and Evolutionary Biology. (4) Lectures, readings, and discussions 
on topics of evolutionary biology: evolutionary theories, population genetics, 
speciation, nature of species, units of selection, sociobiology tenets, and the evolu- 
tionism/creationism debates. 

345. Neurobiology. (4) Introduction to the structure and function of the nervous 
system including the neural basis of behavior. Anatomical, physiological, and 
neurochemical approaches will be integrated in the study of the peripheral and cen- 
tral nervous systems. 

346. Neurobiology. (5) Introduction to the structure and function of the nervous 
system including the neural basis of behavior. Anatomical, physiological, and 
neurochemical approaches will be integrated in the study of the peripheral and cen- 
tral nervous systems. The laboratory will emphasize electrophysiological techniques 
with experiments from the cellular to the behavioral level. Lab— three hours. P— 
Permission of instructor. 

348. Biostatistics. (4) An introduction to statistical methods used by biologists, in- 
cluding descriptive statistics, hypothesis-testing, analysis of variance, and regres- 
sion and correlation. (A student who receives credit for this course may not also 
receive credit for Business 201, Mathematics 157, Sociology 380, or Anthropology 380.) 

350. Physiology. (5) A lecture/laboratory course dealing with the physiochemical 
functions common to multicellular organisms, with emphasis on the principles and 
processes of nutrition, metabolism, development, and behavior. Lab— three hours. 

351. Animal Physiology. (5) A lecture and laboratory course which discusses and 
demonstrates the principles of bioelectricity and biomechanics. Regulatory prin- 
ciples and the physiology of the cardiovascular, respiratory, and renal systems of 
vertebrates are covered. Lab— three hours. 

352. Plant Physiology. (5) A study of the mechanisms by which various plant 
systems function, thematically structured around the plant life cycle. Lab— three 
hours. 

354. Endocrinology. (4) A lecture course which considers the evolution of the en- 
docrine glands and hormones and the physiology of the main hormonal pathways 
of vertebrates. 

355. Developmental Physiology. (5) The application of the principles and postulates 
of molecular biology to the phenomenon of development in multicellular organisms 
with emphasis on the genetic and hormonal mechanisms of differentiation, 
totipotency, and morphogenesis. Lab— three hours. 

357. Cryptobiology. (4) The genetic and physiologic mechanisms of common states 
of biotic rest in multicellular organisms: quiescence, dormancy, diapause, hiberna- 
tion, estivation, sleep, and coma. Focus will be on the relation of states of biotic 
rest to senescence and death. 

359. Photobiology. (4) A lecture/seminar exploring photochemical mechanisms and 
ecological roles common to a variety of photoresponses in living organisms, including 



83 

vision, bioluminescence, phototaxis, photosynthesis, photoperiodism, and 
photomorphogenesis. 

360. Development. (5) A description of the major events and processes of animal 
development, with an analysis of the causal factors underlying them. Special 
attention is given to the embryonic development of vertebrates, but consideration 
is also given to other types of development and other organisms. Topics include 
fertilization, early development, growth and cell division, cell differentiation, the 
role of genes in development, cell interaction, morphogenesis, regeneration, birth 
defects, and cancer. Lab— three hours. 

362. Immunology. (4) A study of the components and protective mechanisms of 
the immune system. 

363. Sensory Biology. (4) A study of the nature of energy in the environment, and 
how it is absorbed and transduced in sensory systems. Anatomical, physiological, 
biochemical, and biophysical approaches will be integrated in the study of sensory 
mechanisms in plants and animals. 

365. Cell Motility. (5) A lecture and laboratory course exploring the movements 
in and of cells (for example: mitosis, cytoplasmic streaming, muscle contraction, 
nerve transport). Light and electron microscopic methods as well as biochemical 
and biophysical approaches to the study of cell motility will be discussed. Lab- 
three hours. 

366. Human and Non-Human Evolution. (4) Investigation of primate and human 
evolution, both in anatomy and in behavior. (May count as either biology or an- 
thropology but not both; choice to be determined at registration.) P— Permission 
of instructor. 

370. Biochemistry. (4) A lecture course introducing the principles of biochemistry 
with an emphasis on the relationship between structure and function. Included 
are surveys of essential biomolecules, enzyme kinetics, intermediary metabolism, 
biochemical energetics, and macromolecular organization. 

371. Biochemistry. (5) A lecture and laboratory course introducing the principles 
of biochemistry with an emphasis on the relationship between structure and func- 
tion. Included are surveys of essential biomolecules, enzyme kinetics, intermediary 
metabolism, biochemical energetics, and macromolecular organization. Lab— three 
hours. 

372. Molecular Biology. (4) A lecture course that considers the role of biologically 
important molecules in membrane and intracellular regulation. Topics covered will 
include membrane receptors, transport processes, molecular models of hormonal 
regulation, and controls of gene expression. 

373. Techniques in Electron Microscopy. (5) An introduction to the electron 
microscope as an experimental tool in biology. Includes instruction in common 
techniques used in the field and lecture on recognition and interpretation of cellular 
ultrastructure. Lab— three hours. 



84 

376. Ichthyology. (5) A comparative study of structure/function, classification, and 
phylogeny of fish. Lab— three hours. 

391, 392. Special Problems in Biology. (2, 2) Independent library and laboratory 
investigation carried out under the supervision of a member of the staff. Pass/Fail 
or for grade at discretion of the instructor. P— Permission of instructor. 

393, 394. Special Problems in Biology. (2, 2) Courses designed for students who 
wish to continue special problems beyond Biology 391 and 392. Pass/Fail optional. 
Not to be counted toward major. P— Permission of instructor. 

395. Philosophy of Biology and Medicine. (4) A lecture/seminar course dealing 
with the rational structure of biologic and biomedic sciences with major emphasis 
on the reductionists, organismic, and telenomic paradigms of modern biology and 
medicine. The structure of selected biologic and biomedic theories will be included. 

397. Seminar in Biology. (2-4) Consideration of major biological topics through in- 
tensive reading and discussions. 

Chemistry 

R. E. Noftle, Chairman 

Professors Phillip J. Hamrick Jr., Roger A. Hegstrom, Willie L. Hinze, 

Ronald E. Noftle, John W. Nowell 

Associate Professors Paul M. Gross Jr., Charles F. Jackels, 

Susan C. Jackels 
Assistant Professors Huw M. L. Davies, Robert F. Ferrante, 

The department offers programs leading to the BA and BS degrees in chemistry 
and is on the list of departments certified by the American Chemical Society. 

The Bachelor of Arts degree in chemistry includes Chemistry 111, 112; or 113, 114; 
221, 222, 341, 342, 361; Mathematics 111; and Physics 111, 112 or its equivalent. It 
is recommended that Mathematics 112 be taken before Chemistry 341. Chemistry 
231 may be required by some graduate and professional schools. 

The Bachelor of Science degree in chemistry includes Chemistry 111, 112; or 113, 
114; 221, 222, 334, 341, 342, 361, 231 or 371, 383, 391, or 392; Mathematics 111 and 
112; and Physics 121, 122 or 111, 112. Other courses which are strongly recommended 
for the BS degree candidate are Mathematics 113, 121, and 251 and Physics 161, 162. 

The department also offers a five-year BA/MS degree program. Students qualify- 
ing for the program may receive a tuition scholarship in the senior year. For infor- 
mation consult the department chairman. 

A minor in chemistry requires twenty-three credits in chemistry and must include 
at least one of the following courses: 323, 325, 326, 334, 341/342, 351, 361, 362, 371. 
The department will not accept courses taken Pass/Fail to count towards the minor. 

Unless otherwise stated, all chemistry courses are open to chemistry majors on 
a letter grade basis only. Majors are also required to complete on a letter grade basis 
the related physics and mathematics courses, both those which are required and 
those which are strongly recommended. 

A minimum GPA of 2.0 in the first two years of chemistry is required of students 



85 

who elect to major in the department. Admission to any class is contingent upon 
satisfactory grades in prerequisite courses, and registration for advanced courses 
must be approved by the department. Candidates for either the BA or BS degree 
with a major in chemistry must have a minimum GPA of 2.0 in their chemistry 
courses numbered 200 or above. 

Qualified majors are considered for honors in chemistry. To be graduated with 
the designation "Honors in Chemistry" a student must complete satisfactorily 
Chemistry 391, 392 or an independent study project approved by the department 
and an examination covering primarily the independent study project. For addi- 
tional information members of the departmental faculty should be consulted. 

For the BS major the following schedule of chemistry and related courses is typical: 

Freshman Sophomore Junior Senior 

Chemistry 111, 112 Chemistry 221, 222 Chemistry 341, 342 Chemistry 334 

or Physics 121, 122 Chemistry 383 Chemistry 361 

Chemistry 113, 114 or Chemistry 391 or 392 Chemistry 371 

Mathematics 111, 112 Physics 111, 112 Mathematics or Mathematics or 
Mathematics 113, 251 Physics Physics 

For the BA major the following schedule of chemistry and related courses is typical: 

Freshman Sophomore Junior Senior 

Chemistry 111, 112 Chemistry 221, 222 Chemistry 341, 342 Chemistry 361 

or Physics 111, 112 
Chemistry 113, 114 or 

Mathematics 111, 112* Physics 121, 122 

*Mathematics 112 is encouraged as an elective in the freshman or sophomore year. 

For variations in either of the schedules above, the student should consult a 
member of the faculty in chemistry. 

Students electing laboratory courses in chemistry are required to pay for breakage 
and for certain consumable materials as determined by the department. 

108. Chemical Concepts. (5) Introduction to chemistry for non-science majors. 
Laboratory covers experimental aspects of topics discussed in lecture. Satisfies Divi- 
sion II requirement. A student may not receive credit for both Chemistry 108 and 
Chemistry 111. Lab— three hours. 

Ill, 112. College Chemistry. (5, 5) Fundamental chemical principles. Laboratory 
covers experimental aspects of basic concepts. Lab— three hours. 

113, 114. College Chemistry — Honors. (5, 5) Covers the same range of material as 
111-112 but is designed for students with a superior background in chemistry. A 
student may not receive credit for both 111 and 113 or both 112 and 114. Lab— three 
hours. P— Permission of instructor. 

221, 222. Organic Chemistry. (5, 5) Principles and reactions of organic chemistry. 
Lab— four hours. P— Chemistry 112 or 114. 

231. Quantitative Analysis. (4) Principles and methods of quantitative analysis. P— 
Chemistry 112 or 114. Lecture— two hours. Lab— four hours. 



86 

301, 302. Elective Research. (0, 0) P— Permission of instructor. Summers only. 

323. Organic Analysis. (5) The systematic identification of organic compounds. 
Lab— four hours. P— Chemistry 222. 

325, 326. Organic Synthesis. (4, 4) Reagents for and design of synthetic routes to 
organic molecules. P— Chemistry 222. 

334. Chemical Analysis. (5) Theoretical and practical application of modern methods 
of chemical analysis. Lab— four hours. C— Chemistry 341. 

341, 342. Physical Chemistry. (5, 5) Fundamentals of physical chemistry. Lab— four 
hours. P— Chemistry 112 or 114, Mathematics 111, Physics 111, 112 or 121, 122. 

351. Special Topics in Biochemistry. (4) Fundamentals of biochemistry, with par- 
ticular emphasis on mechanistic analysis of metabolic pathways, enzymatic activi- 
ty, and drug action. P— Chemistry 222. 

361. Inorganic Chemistry. (5) Principles and reactions of inorganic chemistry. Lab- 
four hours. P— Chemistry 341. 

362. Inorganic Chemistry. (4) Continuation of principles of inorganic chemistry with 
practical applications to inorganic systems. P— Chemistry 361. 

371. Introductory Quantum Chemistry. (4) Introduction to the quantum theory and 
its application to chemical systems. P— Chemistry 342 or permission of instructor. 

381, 382. Chemistry Seminar. (0, 0) Discussions of contemporary research. Atten- 
dance required of BS chemistry majors in the junior and senior years. 

383. Chemical Literature. (1) Introduction to the chemical literature and searching 
techniques for the acquisition of chemical information. P— Chemistry 222. 

391, 392. Undergraduate Research. (2, 2) Undergraduate research. Lab— six hours. 

Classical Languages 

Robert W. Ulery Jr., Chairman 

Professor Carl V. Harris 

Associate Professors John L. Andronica, Robert W. Ulery Jr. 

Visiting Assistant Professors Teri E. Marsh, John E. Rowland 

The department of classical languages offers three majors: Greek, Latin, and 
classical studies. Minors are offered in Greek and Latin. 

A major in Greek requires forty credits in the department. Thirty-two of these 
credits must be in the Greek language. Classics 270 is also a requirement. 

A minor in Greek requires twenty-five credits: Greek 111-112, 153, 211, and either 
212 or 231; and Classics 270. 

For those who begin Latin with Latin 111 or 113, a major requires thirty-six credits 
in the department beyond the elementary level (111, 112, or 113). Twenty-eight of 
these credits must be in the Latin language. For those who begin in the College 
with Latin 153, a major requires thirty-six credits in the department. Twenty-eight 
of these credits must be in the Latin language. For those who begin with a 200-level 



87 

course in the College, a major requires thirty-two credits in the department. Twenty- 
four of these credits must be in the Latin language. 

A minor in Latin requires three 200-level courses in Latin: Classics 271; and one 
additional course (three or four credits) in Greek or Latin or classics. 

A major in classical studies requires fifty-six credits. A minimum of thirty-six credits 
of course work must be taken in the department. A maximum of forty-eight credits 
in the department may be exceeded only if a student undertakes course work in 
both Latin and Greek. The student must take a minimum of two courses at the 
200-level in either Greek or Latin and the following: Art 241 (Ancient Art), Classics 
265 (Greek Literature), Classics 272 (Latin Literature), Classics 270 (Greek Civilization), 
and Classics 271 (Roman Civilization). 

A maximum of sixteen credits may be taken in the following: Art 244 (Greek Art), 
245 (Roman Art), 246 (Greek and Roman Achitecture); 252 (Romanesque Art); History 
215, 216 (The Ancient World); Philosophy 201 (Ancient and Medieval Philosophy), 230 
(Plato), 231 (Aristotle); Religion 363 (Hellenistic Religions); Hebrew 111, 112, 153, 211. 
Other courses may be allowed with the permission of the department. 

The requirements for certification to teach Latin in high school are the same as 
the requirements for a major in Latin. A major in classical studies serves as an ap- 
propriate part of the program of studies required for certification to teach Latin in 
high school. A student wishing to secure this certification should confer with the 
chairman of the department. 

Highly qualified majors are invited by the department to apply for admission to 
the honors program in Latin, Greek, or classical studies. To be graduated with the 
designation "Honors in Latin," "Honors in Greek," or "Honors in Classical Studies," 
a student must complete an honors research project and pass a comprehensive oral 
examination. For honors in Latin or Greek, at least two of the courses counted toward 
the major must be seminar courses; for honors in classical studies, at least one 
seminar course in Latin or Greek is required. For additional information members 
of the departmental faculty should be consulted. 

Greek 

111, 112. Elementary Greek. (5, 5) Greek grammar; selections from Greek prose 
writers and poets. 

153. Intermediate Greek. (4) Grammar and Xenophon's Anabasis. Thorough drill 
in syntax. 

211. Plato. (4) Selections from the dialogues of Plato. 

212. Homer. (4) Selections from the Iliad and the Odyssey. 

221, 222. Selected Readings. (3, 3) Intensive reading courses designed to meet in- 
dividual needs and interests. 

231. The Greek New Testament. (4) Selections from the Greek New Testament. 

241. Greek Tragedy. (3) Euripides' Medea. This course includes a study of the origin 
and history of Greek tragedy, with collateral reading of selected tragedies in transla- 
tion. Seminar. 



242. Greek Comedy. (3) Aristophanes' Clouds. This course includes a study of the 
origin and history of Greek comedy, with collateral reading of selected comedies 
in translation. Seminar. 

291, 292. Honors in Greek. (2, 2) Directed research for honors paper. 

Latin 

111, 112. Elementary Latin. (4, 4) Introduction to Latin grammar. 

113. Intensive Elementary Latin. (5) Introduction to Latin grammar. Covers material 
of Latin 111 and 112 in one semester. Not open to students who have had Latin 111 
or 112. 

153. Intermediate Latin. (5) Grammar review and selected readings. 

211. Introduction to Latin Poetry. (4) Readings primarily from Virgil's Aeneid, with 
an introduction to literary criticism. 

212. Introduction to Latin Prose. (4) Readings primarily from the orations of Cicero, 
with attention to the elements of rhetoric in Roman public discourse. 

216. Roman Lyric Poetry. (4) An interpretation and evaluation of lyric poetry through 
readings from the poems of Catullus and Horace. 

221. Roman Historians. (4) Readings in the works of Sallust, Livy, or Tacitus, with 
attention to the historical background and the norms of ancient historiography. 

225. Roman Epistolography. (4) Selected readings from the correspondence of Cicero 
and Pliny the Younger and the verse epistles of Horace and Ovid. 

226. Roman Comedy. (4) Readings of selected comedies of Plautus and Terence, 
with a study of the traditions of comedy and dramatic techniques. 

231. Roman Elegy. (4) Readings from the poems of Tibullus, Propertius, and Ovid, 
with study of the elegiac tradition. 

241. Roman Satire. (4) Selected readings from Horace and Juvenal, with attention 
to the origin and development of hexameter satire. 

243. Latin Readings. (2-4) A course designed to meet individual needs and interests. 

250. Prose Composition. (2) Exercises in writing of Latin prose, with an introduc- 
tion to prose stylistics. 

Seminars 

The following seminars are offered by members of the faculty on topics and authors 
of their choice. A paper is required. 

261. Seminar in Poetry of the Republican Period. (3) 

262. Seminar in Prose of the Republican Period. (3) 

281. Seminar in Augustan and Later Poetry. (3) 

282. Seminar in Augustan and Later Prose. (3) 

291, 292. Honors in Latin. (2, 2) Directed research for honors paper. 



Classics 

220. Greek and Latin in Current Use. (3) A systematic study of Greek and Latin 
loan words, roots, prefixes, and suffixes as elements of English and specialized 
vocabularies (e.g., scientific and legal). A knowledge of the Greek and Latin 
languages is not required. 

251. Classical Mythology. (4) A study of the most important myths of the Greeks 
and Romans. Many of the myths are studied in their literary context. A knowledge 
of the Greek and Latin languages is not required. 

252. Women in Antiquity. (3, 4) The course explores the place of women in Greek 
and Roman society, men's views of them, their views of themselves, and their con- 
tribution to society, through primary source readings from the ancient authors. A 
knowledge of the Greek and Latin languages is not required. 

253. Greek Epic Poetry. (4) Oral epic poetry, with primary emphasis on the Iliad 
and the Odyssey of Homer and the later development of the genre. A knowledge 
of the Greek language is not required. 

254. Roman Epic Poetry. (4) A study of the Latin treatment and development of 
the literary form, with emphasis on Lucretius, Virgil, Ovid, and Lucan. A knowledge 
of the Latin language is not required. 

263. Tragic Drama. (4) A study of the origins and development of Greek tragedy 
and its influence on Roman writers, with readings from Aeschylus, Sophocles, and 
Euripides. A knowledge of the Greek and Latin languages is not required. 

264. Greek and Roman Comedy. (4) Representative works of Aristophanes, 
Menander, Plautus, and Terence, with attention to the origins and development 
of comedy. A knowledge of the Greek and Latin languages is not required. 

265. A Survey of Greek Literature. (4) A study of selections from Greek literature 
in English translation. A knowledge of the Greek language is not required. 

270. Greek Civilization. (3) Lectures and collateral reading on those phases of Greek 
civilization which have particular significance for the modern world. A knowledge 
of the Greek language is not required. 

271. Roman Civilzation. (3) Lectures and collateral reading on the general subject 
of Rome's contribution to the modern world. A knowledge of the Latin language 
is not required. 

272. A Survey of Latin Literature. (4) A study of selections from Latin literature 
in English translation. A knowledge of the Latin language is not required. 

288. Individual Study. (2-4) 

291, 292. Honors in Classical Studies. (2, 2) Directed research for honors paper. 



90 



Economics 

Donald E. Frey, Chairman 

Reynolds Professor John H. Wood 

Professors Donald E. Frey, John C. Moorhouse, J. Van Wagstaff 

Associate Professor J. Daniel Hammond 

Assistant Professors Tony H. Elavia, Claire Holton Hammond, Richard P. Hydell 

Instructor John B. Crihfield 

Visiting Instructor Kathleen Neal 

The objectives of the economics program are to help prepare students for effec- 
tive participation in the decision-making processes of society, to develop analytical 
skills in solving economic problems, to promote a better understanding of alter- 
native economic systems, and to provide a balanced curriculum to prepare students 
for graduate study or positions in industry and government. 

The major in economics requires a minimum of thirty-six credits in economics, 
including Economics 150, 205, 206, 207, and 208. In order to major in economics, 
a student must have earned a minimum of a C in Economics 150. The department 
recommends that majors take Mathematics 109 and 108 or 111, either to fulfill the 
Division II requirement or as electives. A student may offer up to five credits toward 
the thirty-six credits required for a major by taking one of the following courses, 
provided that, for (c), (d), (e), or (f), the complementary course in economics is 
successfully completed. 

(a) Mathematics 112. Second semester of Calculus. (5) 

(b) Philosophy 279. Philosophy of Science. (4) 

(c) Politics 210. Major Topics in Public Policy. (2, 4) (Economics 221. Public Finance) 

(d) Politics 253. The Politics of International Relations. (4) (Economics 251. International 
Trade) 

(e) History 332. Russia. (4) (Economics 255. Comparative Economic Systems) 

(f) History 344. Modern China. (4) (Economics 255. Comparative Economic Systems) 

The remaining courses for a major in economics and courses in related fields are 
selected by the student and the adviser. A minimum grade average of C on all courses 
attempted in economics is required for graduation. 

Economics majors with a grade average of at least 3.0 and 3.3 in economics may 
graduate with "Honors in Economics" by satisfying the research requirement of 
Economics 298. It is recommended but not required that Economics 297 be taken first. 

The department of economics and the department of mathematics and computer 
science offer a joint major leading to a Bachelor of Science degree in mathematical 
economics. This interdisciplinary program, consisting of no more than fifty-six 
credits, affords the student an opportunity to apply mathematical methods to the 
development of economic theory, models, and quantitative analysis. The major con- 
sists of the following course requirements: Economics 150, 205, 207, 208, 215, 218; 
Mathematics 111, 112, 113, 121, 251; and three additional courses chosen with the 
approval of the program advisers. Recommended courses are Economics 206, 212, 
223, 232, 235, 251 and Mathematics 253, 311, 312, 348, 352, 353, 357, and 358. Students 



91 

selecting the joint major must receive permission from both the department of 
economics and the department of mathematics and computer science. A minimum 
grade average of C in all courses attempted for the mathematical economics joint 
major is required for graduation. 

Highly qualified majors may be invited to apply for admission to the honors pro- 
gram in the joint major. To be graduated with the designation "Honors in 
Mathematical Economics," a student must satisfy the requirements of Economics 
298 or Mathematics 381 by successfully completing a senior research project. Con- 
sult the program advisers for additional information. 

For the BA in economics the following schedule is typical: 

Freshman Sophomore Junior* Senior 

Lower Division Economics 150 Economics 205, 206 Four electives 

requirements Mathematics 108 Economics 207, 208 in economics 

or 111 
Mathematics 109 
*lt is expected that economics majors will complete the intermediate theory sequences in their junior year. 

For the BS in mathematical economics the following schedule is typical: 

Freshman Sophomore Junior Senior 

Mathematics 111, 112 Economics 150 Economics 205, 207 Economics 218 

Lower Division Mathematics 113, Economics 208, 215 Three electives in 

requirements 121 Mathematics 251 economics and/or 

mathematics 

150. Introduction to Economics. (4) A survey of micro and macroeconomic prin- 
ciples. Introduction to basic concepts, characteristic data and trends, and some 
analytic techniques. 

205. Intermediate Microeconomics I. (4) Development of demand and supply 
analysis, neoclassical theory of household and firm behavior, and alternative market 
structures. P— Economics 150. 

206. Intermediate Microeconomics II. (4) More advanced theory of maximizing 
behavior of economic agents with discussion of risk, uncertainty, and economic 
dynamics. Theory employed in assessment of policy issues. P— Economics 205. 

207. Intermediate Macroeconomics I. (4) Development of macroeconomic concepts 
of national income, circular flow, income determination, and monetary economics. 
The Keynesian, monetarist, and post-Keynesian analyses of aggregate economic per- 
formance are also considered. P— Economics 150. 

208. Intermediate Macroeconomics II. (4) Emphasizes new equilibrium 
macroeconomic theories. Integrates maximization principles and rational expecta- 
tions hypothesis in analysis of the economy's performance. Dynamics considered. 
P— Economics 205, 207. 

210. Economic Indicators. (2) The theory, construction, and interpretation of signifi- 
cant quantitative indicators of economic behavior, such as the unemployment rate 
and the various price indices. P— Economics 150. 



92 

212. Economic Forecasting. (4) A computer-oriented application of modern 
econometric and time series methods for forecasting economic variables. P— 
Economics 150. C— Economics 207. 

215. Introduction to Econometrics. (5) Economic analysis through quantitative 
methods, with emphasis on model construction and empirical research. P— 
Economics 205, 207 and Mathematics 109 or 121. 

218. Seminar in Mathematical Economics. (4) Calculus and matrix methods used 
to develop basic tools of economic analysis. P— Economics 205, 207 and Mathematics 
111, 112. 

221. Public Finance. (4) An examination of the economic behavior of government. 
Includes principles of taxation, spending, borrowing, and debt-management. P— 
Economics 150. C— Economics 205. 

222. Monetary Theory and Policy. (4) An investigation of the nature of money, the 
macroeconomic significance of money, financial markets, and monetary policy. P— 
Economics 207. 

223. Financial Markets. (4) A study of the functions, structure, and performance 
of financial markets. P— Economics 205, 207. 

224. Law and Economics. (4) An economic analysis of property, contracts, torts, 
criminal behavior, due process, and law enforcement. P— Economics 205. 

225. Public Choice. (4) Traditional tools of economic analysis are employed to explore 
such topics in political science as political organization, elections, coalition forma- 
tion, the optimal provision of public goods, and the scope of government. P— 
Economics 205. 

231. Industrial Organization. (4) A study of market structures of industries and 
their effects on the allocation of resources. P— Economics 150. C— Economics 205. 

232. Economics of Regulation. (4) Analysis of governmental regulation and deregula- 
tion of industries, with particular attention to the theory of natural monopoly, public 
utility regulation, and environmental, product-quality, and health regulation. P— 
Economics 205. 

235. Labor Theory. (4) A survey of neoclassical labor economics. Includes recent 
developments in the macroeconomics of the labor market, including expectations 
and wage inflation and the wage-productivity-price relationship. P— Economics 205, 
207 

236. Economics of Human Resources. (4) Survey of diverse theories outside the 
neoclassical tradition dealing with wages and employment, education, and labor 
relations. Methods of program and policy evaluation are introduced where 
applicable. P— Economics 150. 

246. Urban Economics. (4) Application of economic theory to suburbanization, land 
values, urban decay and redevelopment, zoning, location decisions of firms and 
households, and metropolitan fiscal problems. P— Economics 205. 

247. Regional Economics. (4) Study of the economic structure of subnational and 



93 



international regions, and of their interactions. Includes analysis of trends and of 
the economic welfare implications of spatial policies. P— Economics 205. 

248. Resource Economics. (4) The economic theory of natural resource allocation 
and environmental quality. P— Economics 205. 

251. International Trade. (4) Development of the theory of international trade pat- 
terns and prices and the effects of trade restrictions such as tariffs and quotas. P— 
Economics 205. 

252. International Finance. (4) A study of foreign exchange and Eurocurrency 
markets, balance of payments, and macroeconomic policy in open economies. P— 
Economics 205, 207. 

255. Comparative Economic Systems. (4) An examination of several major non- 
capitalist economies, with special reference to the Soviet Union, Yugoslavia, and 
the People's Republic of China. P— Economics 150 

258. Economic Growth and Development. (4) A study of the problems of economic 
growth, with particular attention to the less developed countries of the world. P— 
Economics 205, 207. 

261. American Economic Development. (4) The application of economic theory to 
historical problems and issues in the American economy. P— Economics 150. 

262. History of Economic Thought. (4) A historical survey of the main develop- 
ments in economic thought from the Biblical period to the twentieth century. P— 
Economics 205, 207 

265. Economic Philosophers. (4) An in-depth study of the doctrines and influence 
of three major figures in economics, such as Smith, Marx, and Keynes. P— Economics 
205, 207 

271, 272. Selected Areas in Economics. (2, 4; 2, 4) A survey of an important area 
in economics not included in the regular course offerings. The economics of hous- 
ing, education, technology, and health services are examples. Students should con- 
sult the instructor to ascertain topic before enrolling. P— Economics 205, 207. 

290. Individual Study. (2, 4) Directed readings in a specialized area of economics. 
P— Permission of instructor. 

297. Preparing for Economic Research. (2) Designed to assist students in selecting 
a research topic and beginning the study of the selected topic. P— Permission of 
instructor. 

298. Economic Research. (4) Development and presentation of a senior research 
project. Required of candidates for departmental honors. P— Permission of 
department. 



94 



Education 



Joseph O. Milner, Chairman 

Professors Thomas M. Elmore, John H. Litcher, John E. Parker Jr., J. Don Reeves 

Associate Professors Patricia M. Cunningham, Joseph O. Milner, 

Linda N. Nielsen, Leonard P. Roberge 

Assistant Professor Robert H. Evans 

Lecturers Brian M. Austin, G. Dianne Mitchell, Marianne Schubert, 

Stuart Wright 

Visiting Lecturer Richard I. Tirrell 

Instructors Dorothy P. Hall, Katherine Mullett 

Because Wake Forest University believes that the educational profession is im- 
portant to society and that our welfare is significantly affected by the quality of our 
educational leadership, one of the important objectives of the University has been 
and continues to be the preparation of teachers and other professional school per- 
sonnel. The University's commitment to quality in teacher education is demonstrated 
by selective admission to the program, a wide range of professional courses, and 
closely supervised internships appropriate to the professional needs of students. 

Prospective teachers either major in other academic areas and take education 
courses to earn secondary certification or earn intermediate, science, or social studies 
certification as majors in the department of education. Certification for the primary 
or middle school grades can also be earned by intermediate majors who wish to 
extend their range of teaching certification. In addition to the professional program, 
the department provides a non-professional minor and elective courses open to all 
students. 

Teacher Certification. The North Carolina State Department of Public Instruction 
issues the Professional Class A Teacher's Certificate to graduates who have com- 
pleted an approved program, including the specified courses in their teaching field(s) 
and the prescribed courses in education, who have demonstrated specific 
competencies, and who receive recommendations from the designated official(s) 
of their teaching area(s) and from the chairman of the department or a deputy. 

Special students (those not having completed prior to graduation an approved 
certification program from this or another institution) should seek academic 
counseling from the department to develop a plan for completing the Class A 
Certificate. Information about certification requirements for other states can be 
secured from the department as assistance in planning a program to meet the cer- 
tification requirements of those states. 

Admission Requirements. Admission to the teacher education program normally 
occurs during the sophomore year. Admission involves filing an official application 
with the department, being interviewed, and being officially approved by the 
department. 

Course Requirements. The approved program of teacher education requires can- 
didates to complete successfully a series of professional education courses. The exact 
sequence of professional and academic courses varies with a student's particular 
program and is determined in conference with the candidate. For those seeking 



95 

secondary certification the majority of the professional work is taken during one 
semester of the senior year. Candidates for the intermediate certificate may begin 
course work required for certification as early as the sophomore year. A cooperative 
agreement with Salem College gives education majors the additional opportunity 
to be certified in learning disabilities. 

Student Teaching. Prerequisites for registering for student teaching include (1) senior, 
graduate, or special student classification; (2) completion of school practicum and 
foundations of education courses; (3) an average of at least C on all course work; 
(4) an average of at least C on all courses taken in the area(s) of certification; (5) 
departmental approval for admission to the teacher education program. 

Students are assigned to student teaching opportunities by public school officials 
on the basis of available positions and the professional needs of the student and 
the public school system. (The University does not assume responsibility for 
transportation to schools during student teaching.) For both secondary and in- 
termediate students one semester of the senior year is reserved for the student 
teaching experience and the block of courses preparatory to that experience in the 
schools. Students may not take other courses during this semester without the 
approval of the department chairman. 

Teaching Area Requirements 

English— Thirty-six credits, including four credits from courses numbered 160-175; 
at least sixteen credits from courses numbered 300-399; 323; 390. 
French— Thirty-six credits, including French 153, 216 or 217, 219, 221, 224, or their 
equivalents; at least eight credits in French literature beyond 217. 
Spanish— Thirty-six credits, including Spanish 153x, 217 or 218, 219, 221, 223, 224, 
230, 232, or their equivalents; at least four additional credits in literature. 
French and Spanish— Fifty-six credits, including French 153x, 216, 217, 219, 221, and 
224, plus Spanish 153x, either 217 or 218, 219, 221, either 223 or 224, 230, and 232, 
or their equivalents. 

German— Thirty-two credits, including German 153, 211, 212; eight credits from 
German 217, 218, 219, 220; at least twelve credits in German literature beyond 212. 
Latin— The requirements are the same as those for the major in Latin. 
Intermediate Education — Forty-two credits, including appropriate basic and di- 
visional course requirements; eight credits in language arts; eight credits in social 
studies; eight credits in science; four credits in mathematics; four credits in music or 
in art; two credits in health and sport science. Remaining certification requirements 
are obtained through intermediate education courses and an academic concentra- 
tion in one of the teaching areas of the intermediate grades. 
Mathematics— Forty credits, including Mathematics 111, 112, 113, 121, 221, 231, 332; 
at least one additional four-credit, 300-level course. 

Musz'c-Forty-eight credits, including Music 171, 172, 173, 174, 181, 182, 186, 187, 188; 
Education 280, 282, 284, 289, and 291. 

Physical Education and Health— Forty-three credits, including Health and Sport Science 
220, 221, 222, 224, 230, 240, 250, 353, 357, 360, 363; Biology 111 and 112. 
Science— Ten credits each in biology, chemistry, and physics; eight credits in 



96 

mathematics; additional work in the area of concentration: biology (twenty credits), 
chemistry (twenty credits), or physics (seventeen credits). For certification in the 
individual fields of science, the following are required: biology (thirty credits), 
chemistry (thirty credits), or physics (twenty-seven credits). 
Social Studies— Forty-eight credits, including twenty-four credits in history, with at 
least six to eight credits in United States history and six to eight credits in world 
(European) history; twenty credits from politics, sociology, anthropology, or 
economics, with no more than eight credits in any one area; and four credits in 
geography. For certification in the individual fields of the social studies, the follow- 
ing are required: economics (twenty-four credits), politics (twenty-four credits), 
history (twenty-four credits, with at least six to eight credits in United States history 
and six to eight credits in world [European] history), and sociology (twenty-four 
credits). 

Speech Communication— Forty-four credits, including Speech Communication 121, 151 
or 152, 153, 155 or 376, 161, 231, 252 or S355, 261, and 241 or 245 or 283, 284, and 
two 300-level speech communication electives. 

Theatre Arts— Forty to forty-two credits, including Speech Communication 121, 151, 
223, 231, 226, 227, 283, 284, 332 or S324, and 327 or 328; English 329 or 323 or 369; 
Health and Sport Science 162. 

Speech and Theatre— Fifty credits, including Speech Communication 121 or 241 or 
245, 151 or 152, 153, 155, or 376, 161 or 227, 231, 223, 226, 252 or S355, 261, 283, 284, 
321, 322. 

Education courses required for a secondary or special subject certificate are Educa- 
tion 201, 202, or 203, 211, 214, 251, 291, and 383. Education courses required for an 
intermediate certificate are Education 201, 202 or 203, 211, 221, 222, 251, 271, 293, 
294, 295, 296, 313, and 383. A minor in educational studies requires Education 201, 
211, 303, 304, 313, and Education 393 or 214. A minor in professional education re- 
quires Education 201, 202 or 203, 211, 214, 251, 291, and 383. 



201. Foundations of Education. (4) Philosophical, historical, and sociological foun- 
dations of education, including analysis of contemporary issues and problems. 

202 or 203. School Practicum. (2) Assigned experiences in elementary and secon- 
dary schools. Weekly seminar. Pass/Fail only. 

211. Educational Psychology. (4) The theories, processes, and conditions of effec- 
tive teaching/learning. P— Education 201 or permission of instructor. 

214. The School and Teaching. (4) Organization of the school system; bases of educa- 
tion; the curriculum; major problems of education and teaching; the role of the 
teacher; psychological aspects of teaching. P— Education 201 and permission of 
instructor. 

221. Children's Literature and Reading. (4) A survey of the types of literature ap- 
propriate for the elementary grades and an investigation of the basic problems in 
reading. 

222. The Arts in the Elementary Grades. (4) The development of skills in music, 



97 



movement, and fine arts, appropriate to the elementary grades. P— Permission of 
instructor. 

223. Health and Physical Education for the Intermediate Grades. (4) The develop- 
ment of physical education skills appropriate for the intermediate grade teacher and 
an understanding of the personal and community health needs appropriate for the 
grade level. 

250. Student Teaching: Intermediate. (6) Supervised teaching experience in grades 
3-6. Pass/Fail. P— Permission of instructor. 

251. Student Teaching: Secondary. (6) Supervised teaching experience in grades 
9-12. Pass/Fail. P— Permission of instructor. 

252. Student Teaching: Early Childhood. (2) Supervised teaching experience in 
grades K-4. Pass/Fail. P— Permission of instructor. 

253. Student Teaching: Middle School. (2) Supervised teaching experience in grades 
6-9. Pass/Fail. P— Permission of instructor. 

271. Geography: The Human Environment. (4) A survey of the geography of human 
activity as it occurs throughout the world. Emphasis is placed on current problems 
related to population, resources, regional development, and urbanization. 

272. Geography Study Tour. (4) A guided tour of selected areas to study physical, 
economic, and cultural environments and their influence on man. Background 
references for reading are suggested prior to the tour. 

273. Geography: The Natural Environment. (4) A systematic study of the major 
components of physical geography with special emphasis on climate and topography. 

280. Orchestration. (4) A study of the orchestra and wind band instruments, how 
composers have used them throughout history, and the development of practical 
scoring and manuscript skills. Offered in alternate years. P— Music 174, 184. 

281. Public Life and the Liberal Arts. (4) The course will be devoted to topics of 
abiding significance. Fundamental dilemmas and resolutions associated with each 
topic will be examined through a consideration of their treatment in the liberal arts 
tradition. The visiting scholars of the Tocqueville Forum will supplement the class 
discussion. Politics and the Arts and Theory and Practice in Public Life are representative 
topics. 

282. Conducting. (4) A study of choral and instrumental conducting techniques, 
including practical experience with ensembles. Offered in alternate years. P— Music 
174, 184. 

284. Music Literature Seminar. (3 or 4) A survey of repertoire, including an examina- 
tion of teaching materials in the student's special area of interest. P— Music 174, 184, 
and permission of instructor. 

289. Ensemble Methods. (2) A practical study of choral and instrumental tech- 
niques. Discussion of tonal development, administration, bibliography, choral and 
instrumental repertoire, marching band, and instrumental problems. P— Music 101 
or 102 or permission of instructor. 



98 

291. Methods and Materials. (4) Methods, materials, and techniques used in 
teaching the various subjects. P— Education 201 and permission of instructor. 

Teaching of English. Spring. 

Teaching of Foreign Language. Spring. 

Teaching of Mathematics. Spring. 

Teaching of Music. Spring. 

Teaching of Physical Education and Health. Spring. 

Teaching of Science. Spring. 

Teaching of Social Studies. Spring. 

Teaching of Speech Communication. Spring. 

Teaching of Theatre Arts. Spring. 

292. Primary Methods. (4) Classroom organization, teaching strategies, and materials 
appropriate to subjects taught in grades K-3. P— Permission of instructor. 

293. Intermediate School Curriculum: Theory and Practice. (3) General principles 
of curriculum construction and teaching methods. Introduction to the use of 
audiovisual materials and equipment. 

294. Methods and Materials for Teaching Language Arts. (3) A survey of the basic 
materials, methods, and techniques of teaching language arts in the elementary 
grades. P— Permission of instructor. 

295. Methods and Materials for Teaching Social Studies. (4) A survey of the basic 
materials, methods, and techniques of teaching social studies in the elementary 
grades. P— Permission of instructor. 

296. Methods and Materials for Teaching Science and Mathematics. (4) A survey 
of the basic materials, methods, and techniques of teaching science and mathematics 
in the intermediate grades. P— Permission of instructor. 

297. Trends and Issues in American Schools. (2) An exploration of contemporary 
trends and issues as they affect course content and teaching methods in the schools. 
The course is intended to help those not entering professional education evaluate 
their schools as informed citizens and decision-makers. 

301. Microcomputer and Audiovisual Literacy. (4) An introduction to microcom- 
puters for educators and other users, emphasizing a familiarity with computers, 
use and evaluation of software, and elementary programming skills in BASIC and 
LOGO. Experience with audiovisual materials and techniques will be included. 

302. Production of Instructional Methods. (4) Methods of producing instructional 
materials and other technological techniques. P— Education 301. 

303. History of Western Education. (4) Educational theory and practice from an- 
cient times through the modern period, including American education. 

304. Theories of Education. (4) Contemporary proposals for educational theory and 
practice studied in the context of social issues. 

305. Sociology of Education. (4) A study of contemporary society and education, 
including goals and values, institutional culture, and the teaching/learning process. 



99 

306. Studies in the History and Philosophy of Education. (4) A study of selected 
historical eras, influential thinkers, or crucial problems in education. Topics announc- 
ed annually. 

313. Human Growth and Development. (4) A study of the intellectual, emotional, 
and physical components of growth from birth to adolescence, with special con- 
cern for the educational implications of this process. 

323. Educational Statistics. (4) Descriptive, inferential, and nonparametric statistical 
procedures involved in educational research. Not open to students who have taken 
Psychology 211 and 212. P— Permission of instructor. 

341. Principles of Counseling and Guidance. (4) Counseling history, philosophy, 
theory, procedure, and process. Therapeutic and developmental counseling 
approaches in guidance and personnel work in education, business, and community 
service agencies. 

351. Adolescent Psychology. (4) An introduction to theories of adolescent psychology 
as related to teaching and counseling in various settings. The readings emphasize 
researchers' suggestions for parenting, teaching, and counseling adolescents between 
the ages of thirteen and nineteen. P— Permission of instructor. 

352. Middle School Methods. (4) Exploration of the content and method pertinent 
to a specific discipline as well as the general methodological and curriculum con- 
cerns of learning at the middle school (6-9) level. 

383. Reading in the Content Areas. (2) The course provides an introduction to 
teaching the basic reading skills at the intermediate and secondary level; vocabulary, 
comprehension, reading rate, selection of texts, and critical and interpretive reading. 
Particularly stressed are diagnoses of reading problems and techniques for correcting 
these problems in specific subject content areas. 

384. Creative Research Methodologies. (2) An investigation of source materials, 
printed and manuscript, and research methods which are applied to creative 
classroom experiences and the preparation of research papers in literature and social 
studies. 

385. Publishing in America and Professional Authorship. (2) A survey of the history 
of publishing and literary authorship in the United States emphasizing social contexts 
and the impact of books on American institutions. 

387. Tutoring Basic Writing. (2) Review of recent writing theory applicable to 
teaching basic writers (including the learning disabled and non-native speakers). 
Special attention to invention strategies and heuristic techniques. Includes experience 
with tutoring in the Writing Center. A student may not receive credit for both 
Education 387 and English 387. 

390. Education of Exceptional Persons. (4) A survey of the types of exceptionality. 
Emphasis will be placed on characteristics, identification, educational programming, 
management, and evaluation. 

391. Teaching the Gifted. (4) An investigation of theory and practice pertinent to 
teachers of the gifted. 



100 

392. The Psychology of the Gifted Child. (4) A discussion of giftedness and creativi- 
ty in children and the relationship of those characteristics to adult superior perfor- 
mance. Topics to be covered include a history of the study of precocity, methods 
and problems of identification, the relationship of giftedness and creativity, per- 
sonality characteristics and social-emotional problems of gifted children, and the 
social implications of studying giftedness. 

393. Individual Study. (2, 4) A project in an area of study not otherwise available 
in the department of education. Permitted upon departmental approval of petition 
presented by a qualified student. 

394. Internship in Education of the Gifted. (4) An intensive period of observation 
and instruction of gifted students. Readings and directed reflection upon the 
classroom experience will be used to develop a richer understanding of such a special 
school setting. 

396. Education in Business and Industry. (4) Educational concepts applied to pro- 
grams in education and training in business/industrial settings. 

English 

Robert N. Shorter, Chairman 

Professors John A. Carter Jr., Doyle R. Fosso, Thomas F. Gossett, 

W. Dillon Johnston, Elizabeth Phillips, Lee Harris Potter, 

Robert N. Shorter, Edwin Graves Wilson 

Associate Professors Nancy J. Cotton, Andrew V. Ettin, 

James S. Hans, Robert W. Lovett, William M. Moss, Gillian R. Overing 

Assistant Professor Barry G. Maine 

Visiting Assistant Professors Randy Brandes, Barbara Heusel, Emily Miller 

Professor of Journalism Bynum Shaw 

Lecturers Patricia A. Johansson, Dolly A. McPherson 

Visiting Lecturer Robert A. Hedin 

Instructors Robert E. Mielke, Emily Seelbinder 

The major in English requires a minimum of forty credits, at least thirty-two of 
which must be in advanced language and literature courses numbered 300 to 399. 
These courses must include Shakespeare, two additional courses in British literature 
before 1800, one course in American literature, and, early in the major, one seminar. 
Majors and their advisers plan individual programs to meet these requirements and 
to include work in the major literary types. 

A minor in English requires English 160 or 165 and English 170 or 175, plus five 
advanced language and literature courses. Each minor will be assigned an adviser 
in the English department who will plan with the student a program of study. 

The prerequisite for all 300-level courses in English is any one of the courses in 
British and American literature numbered 160, 165, 170, and 175, all of which are 
offered each semester. Additional courses in journalism and writing are offered by 
the department as related subjects but do not count toward an English major; they 
may be taken as electives regardless of the field of study in which a student majors. 



101 

Highly qualified majors are invited by the department to apply in the second 
semester of their junior year for admission to the honors program in English. To 
graduate with "Honors in English," students must have a minimum grade point 
average of 3.5 in the major and 3.0 in all course work and must satisfy the 
requirements for English 388 during their senior year. Interested students may consult 
departmental faculty members for further information. 

Lower Division Courses 

11. Composition Review. (0) A tutorial in the essentials of standard usage and the 
basic principles of composition. 

105. English Fundamentals. (2) Training in the fundamentals of written English. 
Satisfactory completion required for entry into English 110. Admission by placement 
only; does not satisfy the basic composition requirement. 

*110. English Composition. (4) Training in expository writing; frequent essays based 
upon readings. 

*112. English Composition and Literature. (4) Training in expository writing based 
on the reading of literature. P— Permission of department. 

160. Survey of Major British Writers. (4) Eight to ten writers representing different 
periods and genres. 

165. Studies in Major British Writers. (4) Three to five writers representing different 
periods; primarily discussion, with frequent short papers. Limited enrollment. P— 
Permission of department. 

170. Survey of Major American Writers. (4) Nine to eleven writers representing 
different periods and genres. 

175. Studies in Major American Writers. (4) Three to five writers representing dif- 
ferent periods; primarily discussion, with frequent short papers. Limited enroll- 
ment. P— Permission of department. 

180. Traditions of Humanity: The Liberal Arts. (2) A study of major concepts of 
liberal education in the Western world. 

210. Advanced Composition. (4) Study of prose models of exposition; frequent 
papers and individual conferences. Enrollment limited. P— Satisfaction of basic com- 
position requirement. 

225. Reading Short Fiction. (2) Selected readings from the genre of short fiction 
designed to increase students' appreciation and pleasure. 

226. Reading the Novel. (2) Selected readings from the genre of the novel design- 
ed to increase students' appreciation and pleasure. 

227. Reading Poetry. (2) Selected readings from the genre of poetry designed to 
increase students' appreciation and pleasure. 



*Either 110 or T12 is a prerequisite for all other courses in English unless the basic requirement is waived. 
Either course fulfills the basic requirement. 



102 

228. Reading Drama. (2) Selected readings from the genre of drama designed to 
increase students' appreciation and pleasure. 

245. Literary Approaches to Film. (2) The study of film as a literary genre, with 
special attention given to narrative, theme, and structure. Students will apply 
methods and principles of literary criticism to selected films. 

299. Individual Study. (2-4) A course of independent study with faculty guidance. 
By pre arrangement. 

Journalism Courses 

270. Introduction to Journalism. (4) Survey of the fundamental principles of news- 
gathering and news-writing; study of news and news values, with some attention 
to representative newspapers. 

272. Editing. (4) A laboratory course in copy-editing, headline-writing, typography, 
and make-up; practice on Video Display Terminal. P— English 270. 

276. Advanced Journalism. (4) Intensive practice in writing various types of 
newspaper stories, including the feature article. Limited to students planning careers 
in journalism. P— English 270. 

278. History of Journalism. (4) A study of the development of American journalism 
and its English origins; detailed investigations of representative world newspapers. 

284. The Essay. (2) Primarily for those interested in writing for publication, with 
concentration on writing various types of essays. 

298. Internship. (2) A course designed to assist students in gaining practical 
experience in news-related enterprises, under faculty supervision. 

299. Individual Study. (2-4) A course of independent study with faculty guidance. 
By pre arrangement. 

Writing Courses 

285. Poetry Workshop. (2) A laboratory course in the writing of verse. Study of poetic 
techniques and forms as well as works of contemporary poets. Frequent individual 
conferences. 

286. Short Story Workshop. (2) A study of the fundamental principles of short fic- 
tion writing; practice in writing; extensive study of short story form. P— Permission 
of instructor. 

383, 384. Theory and Practice of Verse Writing. (4, 4) Emphasis on reading and 
discussing student poems in terms of craftsmanship and general principles. 

Advanced Language and Literature Courses 

300. Seminar in the Major. (4) Selected topics in British and American literature. 
Intensive practice in critical discourse, including discussion, oral reports, and short 



103 

essays. Introduction to literary scholarship and research methodology leading to 
a documented paper. Required for all majors. 

301. Individual Authors. (2) Study of selected work from an important American 
or British author. May be repeated. 

302. Ideas in Literature. (2) Study of a significant literary theme in selected works. 
May be repeated. 

304. History of the English Language. (4) A survey of the development of English 
syntax, morphology, and phonology from Old English to the present, with atten- 
tion to vocabulary growth. 

305. Old English Language and Literature. (4) An introduction to the Old English 
language and a study of the historical and cultural background of Old English 
literature, including Anglo-Saxon and Viking art, runes, and Scandinavian 
mythology. Readings from Beowulf and selected poems and prose. 

311. The Legend of Arthur. (4) The origin and development of the Arthurian legend 
in France and England, with emphasis on the works of Chretien de Troyes and Sir 
Thomas Malory. 

315. Chaucer. (4) Emphasis on The Canterbury Tales and Troilus and Criseyde, with 
some attention to minor poems. Consideration of literary, social, religious, and 
philosophical background. 

320. British Drama to 1642. (4) British drama from its beginning to 1642, exclusive 
of Shakespeare. Representative cycle plays, moralities, Elizabethan and Jacobean 
tragedies, comedies, and tragicomedies. 

323. Shakespeare. (4) Thirteen representative plays illustrating Shakespeare's 
development as a poet and dramatist. 

325. Sixteenth Century British Literature. (4) Concentration on the poetry of 
Spenser, Sidney, Shakespeare, Wyatt, and Drayton, with particular attention to son- 
nets and The Faerie Queene. 

327. Milton. (4) The poetry and selected prose of John Milton, with emphasis on 
Paradise Lost. 

328. Seventeenth Century British Literature. (4) Poetry of Donne, Herbert, Vaughan, 
Marvel, Crashaw, prose of Bacon, Burton, Browne, Walton. Consideration of 
religious, political, and scientific backgrounds. 

330. British Literature of the Eighteenth Century. (4) Representative poetry and 
prose, exclusive of the novel, 1700-1800, drawn from Addison, Steele, Defoe, Swift, 
Pope, Johnson, and Bos well. Consideration of cultural backgrounds and significant 
literary trends. 

332. Satire. (4) The nature of the satiric form and the satiric spirit as revealed through 
reading and critical analysis of significant examples, mostly British and American. 

335. Eighteenth Century British Fiction. (4) Primarily the fiction of Defoe, 
Richardson, Fielding, Smollett, Sterne, and Austen. 



104 



336. Restoration and Eighteenth Century British Drama. (4) British drama from 
1660 to 1780, including representative plays by Dryden, Etherege, Wycherley 
Congreve, Goldsmith, and Sheridan. 

338. British Literature of the Late Eighteenth Century. (4) A study of the period's 
interest in the exotic, the gothic, the oriental, and the medieval. Authors include 
Goldsmith, Burns, Walpole, and Burke. 

340. Studies in Women and Literature. (4) A. The woman writer in society. B. 
Feminist critical approaches to literature. 

350. British Romantic Poets. (4) A review of the beginnings of Romanticism in British 
literature, followed by study of Wordsworth, Coleridge, Byron, Keats, and Shelley; 
collateral reading in the prose of the period. 

353. Nineteenth Century British Fiction. (4) Representative major works by Dickens, 
Eliot, Thackeray, Hardy, the Brontes, and others. 

354. Victorian Poetry. (4) A study of Tennyson, Browning, Hopkins, and Arnold 
or another Victorian poet. 

360. Studies in Victorian Literature. (4) Selected topics, such as development of 
genres, major authors and texts, and cultural influences. Readings in poetry, fic- 
tion, autobiography, and other prose. 

362. Blake, Yeats, and Thomas. (3 or 4) Reading and critical analysis of the poetry 
of Blake, Yeats, and Dylan Thomas; study of the plays of Yeats and his contem- 
poraries in the Irish Renaissance, especially Synge and Lady Gregory. 




105 



364. Studies in Literary Criticism. (4) Consideration of certain figures and schools 
of thought significant in the history of literary criticism. 

365. Twentieth Century British Fiction. (4) A study of Conrad, Lawrence, Joyce, 
Forster, Woolf, and later British writers, with attention to their social and intellec- 
tual backgrounds. 

367. Twentieth Century Poetry. (4) Readings of major poets from 1900 to 1965 in 
relation to the development of Modernism. 

368. Studies in Irish Literature. (4) Critical readings of the works of major Irish 
writers within the context of the political, social, and literary history of Ireland. 

369. Modern Drama. (4) Main currents in modern drama from nineteenth century 
naturalism and symbolism through expressionism and absurdism, including 
representative plays by Shaw, O'Neill, Williams, and Pinter. 

370. American Literature to 1820. (4) Origins and development of American literature 
and thought in representative writings of the Colonial, Revolutionary, and Federal 
periods. 

372. American Romanticism. (4) Writers of the mid-nineteenth century, including 
Emerson, Thoreau, Hawthorne, and Melville. 

376. American Poetry from 1855 to 1900. (4) Readings from at least two of the follow- 
ing poets; Whitman, Dickinson, Melville. 

378. Literature of the American South. (4) A study of Southern literature from its 
beginnings to the present, with emphasis upon such major writers as Tate, Warren, 
Faulkner, O'Connor, Welty, and Styron. 

380. American Fiction from 1865 to 1915. (4) Such writers as Twain, James, Howells, 
Crane, Dreiser, Wharton, and Cather. 

381. Studies in Black American Literature. (4) Reading and critical analysis of 
selected fiction, poetry, drama, and other writing by representative black Americans. 

382. Modern American Fiction, 1915 to the Present. (4) To include such writers as 
Lewis, Hemingway, Fitzgerald, Faulkner, Steinbeck, Wolfe, Wright, Katherine Anne 
Porter, Mailer, Bellow, Malamud, Flannery O'Connor, Baldwin, and Styron. 

386. Directed Reading. (2-4) A tutorial in the area of study not otherwise provid- 
ed by the department; granted upon departmental approval of petition presented 
by a qualified student. 

388. Honors in English. (4) A conference course centering upon a special reading 
requirement and a thesis requirement. For senior students wishing to graduate with 
"Honors in English." 

389. The Use of the Library in Literary Research. (2) Attention to materials, methods, 
and bibliography for the study of literature. 

390. The Structure of English. (4) An introduction to the principles and 
techniques of modern linguistics applied to contemporary American English. 

395. Contemporary American Literature. (4) A study of post-World War II American 



106 

poetry and fiction by such writers as Bellow, Gass, Barth, Pynchon, Lowell, Ashbery, 
Ammons, Bishop, and Rich. 

German 

Larry E. West, Chairman 

Professors Ralph S. Fraser, Wilmer D. Sanders 

Timothy F. Seilner, Larry E. West 

Instructor Christa Carollo 

A major in German requires thirty-seven credits beyond German 111, 112. These 
must include German 218 and should include 281 and 285. A minor in German 
requires five courses beyond German 153, one of which must be German 218. 

Highly qualified majors are invited by the department to apply for admission to 
the honors program in German. To be graduated with the designation "Honors 
in German," they must complete a senior research project and pass a comprehen- 
sive examination. For additional information members of the departmental faculty 
should be consulted. 

There is an exchange program with the Free University of Berlin. 

Ill, 112. Elementary German. (4, 4) This course covers the principles of grammar 
and pronunciation and includes the reading of simple texts. Lab— one hour. 

113. Intensive Elementary German. (5) A one-semester course covering the material 
of German 111 and 112. For students whose preparation for German 153 is inadequate 
or who have demonstrated proficiency in another language. Not open to students 
who have had German 111 or 112. 

153. Intermediate German. (5) The principles of grammar are reviewed; reading 
of selected prose and poetry. Lab— one hour. P— German 111, 112. 

153x. Intermediate German. (4) The principles of grammar are reviewed; reading 
of selected prose and poetry. Lab— one hour. P— Three years of high school German. 

160. German Language and Customs. (4) Students spend one month in four dif- 
ferent regions of Germany and Austria in a program designed to provide constant 
exposure to the language, customs, geography, and art of these countries. They 
attend daily language classes as well as lectures and cultural events. They are required 
to keep a journal in German. Pass/Fail. Offered in summer. P— German 112. 

211, 212. Introduction to German Literature. (4, 4) The object of this course is to 
acquaint the student with masterpieces of German literature. Parallel reading and 
reports. P— German 153 or equivalent. 

217. Conversation and Phonetics. (4) A course in spoken German emphasizing 
facility of expression. Considerable attention is devoted to phonetics. P— German 
153 or equivalent. 

218. Composition and Grammar Review. (4) A review of the fundamentals of 
German grammar with intensive practice in translation and composition. Required 
for majors. P— German 153 or equivalent. 



107 



219. Advanced Composition. (4) A study of advanced grammar and composition. 
English texts translated into German in addition to free composition in German. 
P— German 218 or equivalent. 

220. German Civilization. (4) A survey of contemporary German culture, including 
a study of its historical development in broad outline. The course is conducted in 
German. P— German 153 or equivalent. 

240. Masterworks in Translation. (2) Examination and interpretation of selected texts 
in English translation. Literary periods; genres, and authors will vary according 
to instructor. Does not count toward a major or minor in German. 

249. Old High German and Middle High German Literature. (4) The study of ma- 
jor writers and works from these two areas; emphasizes major writings of the 
chivalric period. P— German 211, 212, or equivalent. 

250. Renaissance, Reformation, and Baroque German Literature. (4) A study of 
major writers and works from the post-chivalric period to approximately 1700. P— 
German 211, 212, or equivalent. 

253. Eighteenth Century German Literature. (4) A study of major writers and works 
of the Enlightenment and Sturm und Drang. P— German 211, 212, or equivalent. 

263. German Literature of the Nineteenth Century I. (4) Poetry, prose, dramas, and 
critical works from approximately 1795 to 1848. P— German 211, 212, or equivalent. 

264. German Literature of the Nineteenth Century II. (4) Readings from the begin- 
nings of Poetic Realism to the advent of Naturalism. P— German 211, 212, or 
equivalent. 

270. Individual Study. (2-4) Studies in literature not ordinarily read in other courses. 
P— German 211, 212, and permission of instructor. 

281. Seminar: Twentieth Century Prose. (4) Intensive study of certain works by 
Thomas Mann, Hesse, and Kafka, plus considerable outside reading. P— German 
211, 212, or equivalent. 




108 

285. Seminar in Goethe and Schiller. (4) Faust, Part I and other major dramas by 
Goethe and Schiller. Parallel readings in other works by these authors. P— German 
211, 212, or equivalent. 

287, 288. Honors in German. (3, 3) A conference course in German literature. A 
major research paper is required. Designed for candidates for departmental honors. 

Russian* 

111, 112. Elementary Russian. (4, 4) The essentials of Russian grammar, conversa- 
tion drill, and reading of elementary texts. Lab required. P— Permission of instructor. 

153. Intermediate Russian. (5) Training in principles of translation with grammar 
review and conversation practice. Lab required. P— Russian 112 or equivalent. 

153x. Intermediate Russian. (4) Open by placement or permission. Lab required. 

215. Introduction to Russian Literature. (4) Reading of edited texts from the nine- 
teenth century. P— Russian 153 or equivalent. 

216. Introduction to Russian Literature. (4) Reading of edited texts from the twen- 
tieth century. P— Russian 153 or equivalent. 

217. Seminar in Nineteenth Century Russian Literature. (4) A study of the foremost 
writers, with reading of representative works. P— Russian 153 or equivalent. 

218. Seminar in Contemporary Russian Literature. (4) Reading of representative 
works in Russian with discussion of political and cultural backgrounds. P— Russian 
153 or equivalent. 

270. Individual Study. (2-4) Study in language or literature beyond the 215-216 level. 
P— Russian 215 or higher. 

Health and Sport Science 

William L. Hottinger, Chairman 

Professors William L. Hottinger, Paul M. Rihisl 

Associate Professors Dorothy Casey, Leo Ellison, W. Jack Rejeski 

Assistant Professors Michael J. Berry, Stephen Messier 

Instructors Donald Bergey, Rebecca Myers, David Stroupe, Janice Hall Weiss 

The purpose of the department of health and sport science is to organize, ad- 
minister, and supervise (1) a health and sport science curriculum; (2) a required/elective 
health and sport science program consisting of conditioning activities, dance, and life- 
time sport activities; and (3) an intramural sports program. 

Health and Sport Science Requirement 

All entering students are required to complete two courses in health and sport 
science: Foundations of Health and Physical Fitness (111), and one additional course 



*Russian courses are attached to the German department for administrative purposes only. 



109 



selected from the 100-series of health and sport science courses. The requirement 
must be completed before elective courses are taken. It is recommended that the 
requirement be completed by the end of the student's first year; it must be com- 
pleted by the end of the second year. 

Courses in Basic Instruction and Elective Health and Sport Science 

111. Foundations of Health and Physical Fitness 

112. Sports Proficiency 

113. Adaptive Physical Education 

114. Weight Control 

115. Physical Conditioning 

116. Weight Training 

119. Aerobic Dancing 

120. Beginning Dance Technique 

121. Intermediate Dance Technique (P— Health and Sport Science 120 or permission of 
instructor) 

122. Advanced Dance Technique (P— Health and Sport Science 121 or permission of 
instructor) 

123. Dance Composition (P— Health and Sport Science 121) 

124. Social Dance 

125. Folk and Social Dance 

126. Jazz Dance 

128. Dance Theatre (P— Permission of instructor) 

130. Beginning Tumbling/Free Exercise 

131. Intermediate Tumbling/Free Exercise 

132. Beginning Gymnastic Apparatus 

133. Intermediate Gymnastic Apparatus 

134. Aero- Sports 

140. Beginning Swimming 

141. Intermediate/Advanced Swimming 

143. Water Ballet /Synchronized Szvimming 

144. Springboard Diving 

145. Advanced Lifesaving and Cardiopulmonary Resuscitation (P— Strong swimming 
ability) 

146. Water Safety Instructor's Course (P— Current advanced lifesaving certification) 

150. Beginning Tennis 

151. Intermediate Tennis 

152. Advanced Tennis (P— Health and Sport Science 151 or permission of instructor) 

154. Beginning/Intermediate Badminton 

155. Beginning Squash Racquets 

156. Beginning Racquetball 

157. Intermediate Racquetball 

160. Beginning Golf 

161. Intermediate Golf 

162. Archery 



110 

163. Bowling 

164. Beginning/Intermediate Handball 

165. Recreational Games 

170. Volleyball 

171. Soccer 

175. Wrestling 

176. Fencing 

179. Beginning Horseback Riding 

180. Intermediate /Advanced Horseback Riding 

181. Snow Skiing 

182. Beginning Ice Figure Skating 

183. Intermediate/Advanced Ice Figure Skating 

190. Karate 

191. Yoga 

One course taken two semesters for one credit. May be repeated for a maximum 
of three credits. 

Courses for the Major and Minor 

The department offers a program leading to the BS degree in health and sport 
science. The courses required include Health and Sport Science 203, 204, 209, 212, 
230, 241, 264, 350, 351, 352, 353, 360, 363, and 370. Students can meet the qualifica- 
tions for athletic training by taking the required courses listed above plus Sports 
Medicine 201 and 302. 

A minor in health and sport science requires twenty-four credits and must in- 
clude Health and Sport Science 352 and 353. The remaining sixteen credits may 
be selected from Health and Sport Science 203, 204, 209, 212, 230, 241, 264, 350, 
351, 363, and 370. To minor, a student must have department approval. 

A minor in dance requires twenty-four credits and must include Health and Sport 
Science 120, 121, 122, 123, 126, 128, 352, Music 101, Speech Communication and 
Theatre Arts 121, and Health and Sport Science 104 (offered at Salem College). The 
remaining credits may be selected from Health and Sport Science 191, 370, Music 
161, 165p, 165r, 165v, 166r, 168v, 190, 261, and Speech Communication and Theatre 
Arts 122, 221, 317, and 319. 

Highly qualified majors are invited by the department to apply for admission to 
the honors program. Upon successfully meeting specifically outlined requirements, 
they are recommended for graduation with "Honors in Health and Sport Science." 
Consult an adviser in the health and sport science department for more information. 

Any student interested in majoring in health and sport science should consult 
the chairman of the department as soon as possible after entering the University. 

203. Exercise Prescription/Training I. (2) A lecture/laboratory course which presents 
the basic principles of safe and effective exercise prescription for people of all ages. 
Lectures emphasize the scientific concepts of exercise preparation for aerobic -type 
activities. Laboratory sessions emphasize the application of these concepts. 

204. Exercise Prescription/Training II. (2) A laboratory course which emphasizes 



Ill 

the principles of exercise prescription and conditioning in aquatics and weight train- 
ing. Emphasis on application of scientific concepts, including measurement and 
evaluation, to these activities. P— Health and Sport Science 203. 

205. Basic Skin and Scuba Diving and Open Water Certification. (2) A course in 
skin and SCUBA diving that offers international certification by the Professional 
Association of Diving Instructors (PADI). 

208. Current Topics in Sports Psychology. (2) A survey of the field with an em- 
phasis on current topics. Students may not receive credit for both 208 and 212. 

209. Introduction to Health and Sport Science. (2) A course which traces the history 
of exercise and sport science. Students also examine the relevance of exercise and 
sport science in modern society. 

212. Exercise and Health Psychology. (4) A survey of the psychological antecedents 
of exercise and selected topics in health psychology with particular attention to 
wellness, stress, the biobehavioral basis of coronary heart disease, and the 
psychodynamics of rehabilitative medicine. P— Psychology 151 of permission of 
instructor. 

223. Health and Physical Education for the Intermediate Grades. (4) The develop r 
ment of physical education skills appropriate for the intermediate grade teacher and 
an understanding of the personal and community health needs appropriate for the 
grade level. P— Foundations of Education or permission of instructor. 

230. First Aid and CPR. (2) A course in first aid and cardiopulmonary resuscita- 
tion. Red Cross certification offered in both areas. 

241. Growth, Development, and Physical Activity. (2) An examination of the effect 
of physical activity on physical, intellectual, and social/psychological development. 

264. Adapted Physical Activity. (2) A survey of physical disabilities and ways that 
physical activity programs can be adapted to meet the needs of the disabled. 

310. Applied Field Study. (2) A course involving application of theory and methods 
of solving problems in a specialized area according to the student's immediate career 
goals. P— Health and Sport Science 250 or permission of instructor. 

350. Human Physiology. (4) A lecture course which presents the basic principles 
and concepts of the function of selected systems of the human body, with emphasis 
on the muscular, skeletal, cardiovascular, pulmonary, and nervous systems. P— 
Biology 111 or permission of instructor. 

351. Nutrition and Weight Control. (4) A lecture/laboratory course which presents 
the principles of proper nutrition including an understanding of the basic foodstuffs 
and nutrients as well as the influence of genetics, eating behavior, and activity 
patterns on energy balance and weight control. Laboratory experiences examine 
intervention in obesity and coronary heart disease through diet analysis, methods 
of diet prescription, and behavior modification. P— Health and Sport Science 350 
or permission of instructor. 

352. Human Gross Anatomy. (4) A lecture/laboratory course which studies the struc- 



112 



ture and function of the human body. Laboratory devoted to the dissection and 
study of the human musculoskeletal, neuromuscular, and vascular systems. 

353. Physiology of Exercise. (4) A lecture course which presents the concepts and 
applications of the physiological response of the human body to physical activity. 
The acute and chronic responses of the muscular and cardiorespiratory systems 
to exercise are examined. Other topics include exercise and coronary disease, 
nutrition and performance, strength and endurance training, somatotype and body 
composition, weight control, sex-related differences, and environmental influences. 
P— Health and Sport Science 350 or permission of instructor. 

354. Laboratory Techniques in Exercise Science. (4) A laboratory course which 
demonstrates the concepts of the physiological response to exercise. Weekly ex- 
periments on a variety of topics give students hands-on experience with data 
collection methods. Experimental results are analyzed and presented in written lab 
reports. P— Health and Sport Science 353. 

360. Evaluation and Measurement. (4) A course in applied univariate statistics and 
measurement techniques in exercise and sport science. Students are introduced to 
both the BMDP statistical software package and the use of microcomputers for data 
management. 

363. Personal and Community Health. (4) A study of life-time personal health needs 
and the community's role in administering health programs. 

370. Biomechanics of Human Movement. (4) Study of the mechanical principles 
which influence human movement, sport technique, and equipment design. 

382. Individual Study. (1-4) Independent study directed by a faculty adviser. The 
student must consult the adviser before registering for this course. 




113 

Sports Medicine 

201. Basic Athletic Training. (4) A study of the basic knowledge and skills in the 
prevention, treatment, and care of common athletic injuries. 

302. Advanced Athletic Training. (4) An in-depth analysis of preventive measures, 
therapeutic modalities, and rehabilitative procedures employed in sports medicine. 
P— Health and Sport Science 352. 

History 

Richard C. Barnett, Chairman 

Worrell Professor of Anglo American Studies James Ralph Scales 

Professors Richard C. Barnett, Cyclone Covey, 

Balkrishna Govind Gokhale, J. Edwin Hendricks, 

Thomas E. Mullen, Percival Perry, David L. Smiley, 

Lowell R. Tillett, W. Buck Yearns, Richard L. Zuber 

Associate Professors James P. Barefield, Merrill G. Berthrong, 

David W. Hadley, Michael L. Sinclair, 

J. Howell Smith, Alan J. Williams 

Visiting Associate Professor Reinhold Mueller (Venice) 

Assistant Professors Michael L. Hughes, Susan P. McCaffray 

Lecturer Negley Boyd Harte (London) 

The major in history consists of a minimum of thirty-six credits and must in- 
clude History 310, from six to eight credits in European history, three or four credits 
in non-Western history, and from six to eight credits in American history. One of 
the American history courses must be 151, 152, or 153. 

A minor in history requires twenty-four credits. 

Highly qualified majors should apply for admission to the honors program in 
history. To be graduated with the designation "Honors in History," the student must 
complete satisfactorily History 287 and 288. For additional information, members 
of the departmental faculty should be consulted. 

Students contemplating graduate study should take historiography and should 
acquire a reading knowledge of one modern foreign language (preferably French, 
German, or Russian) for the MA degree and two for the PhD degree. 

101. The Rise of the West. (4) A survey of ancient, medieval, and early modern 
history to 1700. 

102. Europe and the World in the Modern Era. (4) A survey of modern Europe 
from 1700 to the present. 

131. European Historical Biography. (2) Study of biographies of men and women 
who have influenced the history and civilization of Europe. 

151, 152. The United States. (4, 4) Political, social, economic, and intellectual aspects. 
151: before 1865; 152: after 1865. Students who take History 153 may not take either 
of these courses for credit. 



114 

153. The United States. (4) A topical survey combining 151 and 152. Not open to 
students who take either 151 or 152. 

160. Freud. (4) An investigation of Freud's basic ideas in the context of his time. 
Books to be read include The Interpretation of Dreams, Civilization and its Discontents, 
and Jones' biography in the Trilling abridgement. 

211. Colloquium. (1-4) 

215, 216. The Ancient World. (4, 3 or 4) Critical focus on the Greeks in the fall and 
Romans in the spring, but in global context of paleolithic to medieval; 
psychological/philosophical emphasis. 

221. The Middle Ages. (4) A survey of European history, 400-1300, stressing social 
and cultural developments. 

224. The Reformation. (2) Europe in the age of the Reformation. 

2260. History of London. (4) Topographical, social, economic, and political history 
of London from the earliest times. Lectures, student papers and reports, museum 
visits and lectures, and on-site inspections. Offered in London. 

2262. The Golden Age of Burgundy. (2) Burgundian society, culture, and govern- 
ment in the reigns of Philip the Bold, John the Fearless, Philip the Good, and Charles 
the Rash, 1384-1477. Offered in Dijon. 

2263. Venetian Society and Culture. (4) An examination of Venetian society, 
including the role within Venetian life of music, theatre, the church, and civic ritual. 
Offered in Venice. 

232. European Historical Novels. (2) Study of the accuracy and value, from the 
stand-point of the historian, of a selection of historical novels. 

2370. Churchill. (4) The life and times of Britain's World War II leader (1874-1965). 
Offered in London. 

238. Twentieth Century Europe. (4) Advent of modernism, World Wars I and II, 
totalitarianism, the Cold War, and Europe in the post-European era. 

2380. Scandal in Government: US and British Models. (4) A study of corruption 
in the governments of the two great democracies from the rise of the parliamentary 
system in the eighteenth century to Watergate and the present time. Offered in London. 

240. Afro-American History. (4) The role of Afro-Americans in the development 
of the United States, with particular attention to African heritage, forced migration, 
Americanization, and influence. 

264. Economic History of the United States. (3) The economic development of the 
United States from colonial beginnings to the present. 

265. American Diplomatic History. (4) An introduction to the history of American 
diplomacy since 1776, emphasizing the effects of public opinion on fundamental 
policies. 

270. Oral History. (4) How to research family and community history with the tape 
recorder. 



115 

272. Modern Latin America. (4) A survey of Latin American history since 
Independence, with emphasis on the twentieth century. The course will concen- 
trate chiefly on economics, politics, and race. 

287, 288. Honors in History. (4, 4) 287: seminar on problems of historical synthesis 
and interpretation; 288: writing of a major paper and examination on a special field. 

310. Seminar. (4) Offered by members of the faculty on topics of their choice. A 
paper is required. 

311, 312. Social and Intellectual History of Modern Europe. (4, 4) Intellectual trends 
in Western European civilization. 311: seventeenth and eighteenth centuries; 312: 
nineteenth and twentieth centuries. 

313, 314. European Economic and Social History, 1300-1973. (4, 4) Changes in 
Europe's economic structures and how they affected Europeans' lives. Emphasizes 
how economic forces interacted with social and institutional factors. 313: 1300-1750; 
314: 1750-1973. 

319, 320. Germany. (4, 4) 319: origins of the German nation and the rise of Prussia 
in a context of particularism; 320: from Bismarck to divided Germany. 

321, 322. France. (4, 4) 321: from prehistoric Gaul to 1788, with particular emphasis 
on the sixteenth, seventeenth, and eighteenth centuries; 322: 1788 to the present. 

323, 324. England. (4, 4) A political and social survey, with some attention to 
Continental movements. 323: to 1603; 324: 1603 to present. 

325. Tudor and Early Stuart England. (4) A constitutional and social study of 
England from 1485 to 1641. 

331, 332. Russia. (4, 4) Political, social, economic, and cultural history of Russia. 
331: origins to 1861; 332: Imperial and Soviet Russia since 1861. 

333. European Diplomacy, 1848-1914. (4) The diplomacy of the great powers, with 
some attention given to the role of publicity in international affairs. Topics include 
the unification of Italy and of Germany, the Bismarckian system, and the coming 
of World War I. 

335, 336. Italy. (4, 4) 335: medieval and Renaissance Italy to 1529; 336: 1529 to the 
present. 

339. India in the English Mind. (4) An exploration of the changing images of India, 
its people, and culture as reflected in English literature, especially Kipling, Forster, 
Kaye, and Paul Scott. The three major themes will be confrontation, accommoda- 
tion, and nostalgia. 

3400. The Company as an Empire Builder. (4) A study of the role of the English 
East India Company in London politics and economic policy as it affected the 
development of the Indian empire and its governance. Offered in London. 

341. Southeast Asia from 1511 to the Present. (4) A survey of the history and culture 
of Southeast Asia under Western colonial systems, with special reference to 
economic, social, and cultural developments, the rise of nationalism, and the 
emergence of new nation-states. 



116 

342. The Middle East from Suleiman the Magnificent to the Present. (4) Major 
subjects covered are the rise and fall of the Ottoman Empire, the Arabs and Persians 
under Ottoman hegemony, the rise of Arab nationalism, and the emergence of the 
modern Arab states and their roles in the post-World War II era. 

343. Imperial China. (4) A study of traditional China to 1980, with emphasis on 
social, cultural, and political institutions. 

344. Modern China. (4) A study of China from 1644 to the present. 

345. 346. History and Civilization of South Asia. (4, 4) An introduction to the history 
and civilization of South Asia. Emphasis on historical developments in the social, 
economic, and cultural life of the area. 

348. Modern Japan. (4) Tokugawa era; Meiji Restoration; industrialization and ur- 
banization; relations with the West; World War II; occupation: Japan in the con- 
temporary world. 

351, 352. American Society and Thought. (4, 4) A non-political topical survey of 
American culture and lifestyles. Topics include religion, science, education, architec- 
ture, and immigration. 

353. Colonial English America, 1582-1774. (4) Determinative episodes, figures, 
allegiances, apperceptions, and results of the period, organically considered. 

354. Revolutionary and Early National America, 1763-1815. (4) The American Revolu- 
tion, its causes and effects, the Confederation, the Constitution, and the new nation. 

355. The Westward Movement. (4) The role of the frontier in United States history, 
1763-1890. 

356. Jacksonian America, 1815-1850. (4) The United States in the age of Jackson, 
Clay, Calhoun, and Webster. A biographical approach. 

357. The Civil War and Reconstruction. (4) The political and military events of the 
war and the economic, social, and political readjustments which followed. 

358. The United States from Reconstruction to World War I. (2, 4) National pro- 
gress and problems during an era of rapid industrialization. The course may be 
divided into halves for two credits each: (a) the Gilded Age; (b) the Progressive Era. 

359. The United States from Versailles through World War II. (4) The transition 
of America from World War I to 1945, with special emphasis on the significance 
of the New Deal and World War II. 

360. The United States since World War II. (4) Trends and changes in the nation 
from World War II to the present. 

362. American Constitutional History. (4) Origins of the Constitution, the controver- 
sies involving the nature of the Union, and constitutional readjustments to meet 
the new American industrialism. 

363, 364. The South. (4, 4) Geography, population elements, basic institutions, and 
selected events. 



117 

365. Women in American History. (4) A survey of the roles and activities of women 
in America, with emphasis upon selected individuals. 

366. Studies in Historic Preservation. (4) An analysis of history museums and agen- 
cies and of the techniques of preserving and interpreting history through artifacts, 
restorations, and reconstructions. P— Permission of instructor. 

369. The American Military Experience. (4) A survey of the military ideas and ac- 
tivities of the American people and their armed forces, with emphasis on the rela- 
tionship between war and society. 

391, 392. Historiography. (4, 3) The principal historians and their writings from 
ancient times to the present. 391: European historiography; 392: American 
historiography. 

398. Individual Study. (1-4) A project in an area of study not otherwise available 
in the department; permitted upon departmental approval of petition presented 
by a qualified student. 

399. Directed Reading. (1-4) Concentrated reading in an area of study not other- 
wise available. P— Permission of instructor. 

Humanities 

William S. Hamilton, Coordinator 

Reynolds Professor of American Studies Maya Angelou 

Associate Professor Robert L. Utley Jr. 

121. Introduction to Women's Studies. (4) An interdisciplinary course, taught by 
faculty representing at least two fields, that integrates materials from the humanities 
and the social sciences. Topics include methods and goals of women's studies, 
feminist critical theory, and the place of women in culture and society. 

Humanities courses 213-218 are designed to introduce students to European and 
Latin American works of literature which would not be included in their normal 
course of study. Each course includes a reading in translation of ten to twelve 
representative authors as indicated below. 

213. Studies in European Literature. (4) Texts studied are by such authors as 
Dante, Montaigne, Cervantes, Goethe, Dostoevsky, and Camus. Satisfies a Divi- 
sion I requirement. 

214. Contemporary Fiction. (4) Texts studied are by such authors as Mann, Sartre, 
Unamuno, Fuentes, Moravia, and Voinovich. Satisfies a Division I requirement. 

215. Germanic and Slavic Literature. (4) Texts studied are by such authors as 
Hoffmann, Kafka, Dostoevsky, Dinesen, Ibsen, Pushkin, and Chekhov. Satisifes 
a Division I requirement. 

216. Romance Literature. (4) Texts studied are by such authors as Boccaccio, 
Calderon, Flaubert, Machado de Assis, Gide, and Lampedusa. Satisfies a Divi- 
sion I requirement. 



118 

217. European Drama. (4) Texts studied are by such authors as Moliere, Garcia- 
Lorca, Pirandello, Schiller, Brecht, Ibsen, and Beckett. Satisfies a Division I 
requirement. 

218. Eastern European Literature. (4) Texts studied are by such authors as Tolstoy, 
Solzhenitsyn, Gogol, Andric, Milosc, and Szabo. Satisfies a Division I 
requirement. 

250. Discovering the Visual and Verbal Modes of the Twentieth Century. (4) An 

exploration of the ideas, values, and feelings found in the art and literature of 
representative twentieth century figures: Kandinsky Stevens, Picasso, Kafka, Leger, 
Beckett, Klee, Ionesco, Pollock, Faulkner, Chagall, Barth, and others. 

255. Twentieth Century Issues in the Arts. (4) An interdisciplinary investigation 
of twentieth century issues in the arts, taught by art, music, and theatre faculty; 
topics change yearly; participation by local, regional, and national authorities in 
the arts. P— Art 103, or Music 101 or 102, or Theatre Arts 121, or permission of 
instructor. 

280. Reason and Revelation. (4) An investigation of the intellectual roots of Western 
civilization as they are found in the emergence of philosophical universalism and 
Biblical monotheism. These distinctive approaches will be considered through a 
reading of such authors as Plato, Hesiod, Aristophanes, and St. Thomas Aquinas, 
and of selections from the Bible. 

282. Public Life and the Liberal Arts. (4) The course will be devoted to topics of 
abiding public significance. Fundamental dilemmas and resolutions associated with 
each topic will be examined through a consideration of their treatment in the liberal 
arts tradition. The visiting scholars of the Tocqueville Forum will supplement the 
class discussion. "Politics and the Arts" and "Theory and Practice in Public Life" 
are representative topics. 

283. Nature and History in Modern Moral and Social Life. (4) The subject as viewed 
through such representative writers as Spinoza, Flaubert, Pascal, Eckermann, 
Nietzsche, and Conrad, each of whom in a different way participated in the rejec- 
tion of the teachings of both the Socratic tradition and the Christian church. 

321. Seminar in Women's Studies. (4) Consideration of theoretical and 
methodological questions and research on current topics in women's studies. 

340. Race in the Southern Experience before Emancipation: Four Voices. (1) Selected 
writings of David Walker, William Lloyd Garrison, Frederick Douglass, and Harriet 
Beecher Stowe. Pass/Fail only. (Credit not given for Humanities 340 if the student 
has completed Humanities 341.) 

341. Race, Politics, and Literature: Aspects of American Life from 1830 to 1930. 

(4) An examination of the evolution of significant ideas in American civilization. 
A careful reading of Frederick Douglass, Harriet Beecher Stowe, W E. DuBois, Mark 
Twain, and others. Offered in the fall. 

344. African Culture and Its Impact on the US. (1) A condensed version of 



119 

Humanities 345, offered as a minicourse in the spring. Pass/Fail only. (Credit not 
given for Humanities 344 if the student has completed Humanities 345.) 

345. African Culture and Its Impact on the US. (4) The influence of African culture 
on American life will be studied in such areas as dance, music, political approaches, 
grammatical patterns, literature, and culinary preferences. The course will include 
an evaluation of American mores. Offered in the fall. 

350. What the Arts Have Been Saying since 1800. (4) An experiment in developing 
interpretive judgment and insight regarding music, painting, and literature as 
articulations of the frontier consciousness of the period. 

352. The Classical and Surreal Tradition. (4) A venture to define and differentiate 
classical and surreal modes of perception throughout history, their paradoxical rela- 
tionship to each other and to complementary styles, considered in philosophy, music, 
literature, and painting. 

354. The Creative Response to Radical Change. (4) A comparative inquiry into the 
ways in which the American mind has been shaped by works of literature and art 
that reflect radical changes in society. Readings from ancient, medieval, and modern 
periods include the Bible and works of Tacitus, Castiglione, Hoffman, and Wharton. 

355. Forms and Expressions of Love. (4) Philosophical, religious, and psychological 
delineations of the forms of love; literary, dramatic, musical, and visual portrayals 
of love in selected works of art. 

356. Humanism, "Secular" and Religious. (4) Exploration of the nature of 
humanism through examination of similarities and differences among various forms. 
Types to be considered are: Classical (Platonic, Aristotelian, Stoic, and Epicurean); 
Christian; modern naturalistic; and Confucian. 

358. An Editor Looks at the Rights of American Citizens, 1965-Present. (2, 3, or 

4) Current developments in the field of constitutional rights as seen by a newspaper 
editor. 

360. The Promise and Perils of the Nuclear Age. (4) Scientific, moral, religious, 
and political perspectives on issues associated with nuclear power and nuclear 
weaponry. 

381. Solzhenitsyn: Witness, Survivor, and Critic. (4) A critical analysis of the political 
and literary development of Solzhenitsyn as seen in his major novels, poems, and 
plays. 

396. Individual Study. (2-4) Individual projects in the humanaties which continue 
study begun in regular courses. By prearrangement. 

Interdisciplinary Honors 

Paul M. Gross Jr., Coordinator 

A series of seminar courses of an interdisciplinary nature is open to qualified 
undergraduates. Students interested in admission to any one of these seminars, 



120 



supervised by the Committee on Honors, should consult the coordinator or a 
member of the committee. 

Students who choose to participate in as many as four interdisciplinary seminars 
and who have a superior record may elect Honors 281, directed study culminating 
in an honors paper and an oral examination. Those whose work has been superior 
in this course and who have achieved an overall grade point average of at least 3.0 
in all college work may be graduated with the distinction "Honors in the Arts and 
Sciences." Students who choose to be candidates for departmental honors may not 
also be candidates for "Honors in the Arts and Sciences." 

Able students are normally encouraged to choose a departmental honors pro- 
gram rather than "Honors in the Arts and Sciences." As a result, most students 
elect to participate in only one or two interdisciplinary seminars in which they are 
particularly interested. The faculty participants for these seminars represent diverse 
academic disciplines. 

131, 132. Approaches to Human Experience I. (4, 4) An inquiry into the nature and 
interrelationships of several approaches to man's experience, represented by the 
work of three such minds as Leonardo da Vinci, Dante, Klee, Lorenz, Confucius, 
Dostoevsky, Descartes, Goya, Mozart, Jefferson, and Bohr. Seminar discussion based 
on primary and secondary sources, including musical works and paintings. Written 
reports and a term paper required. Offered in alternate years. 

133, 134. Approches to Human Experience II. (4, 4) A parallel course to Honors 
131, 132, concentrating on the work of a different set of figures such as Einstein, 
Galileo, Keynes, Pascal, Camus, Picasso, Ibsen, Stravinsky Sophocles, and Bach. 
Offered in alternate years. 




121 

*233. Darwinism and the Modern World. (4) A study of the Darwinian theory 
of evolution and the impact of evolution and evolutionary thought on fields such 
as economics, politics, psychology, literature and the other arts, and philosophy. 

*235. The Ideal Society. (4) Man's effort to establish or imagine the ideal community, 
state, or society; principles of political and social organization; changing goals and 
values. 

*237. The Scientific Outlook. (4) An exploration of the origins and development 
of the scientific method and some of its contemporary applications in the natural 
and social sciences and the humanities. 

*238. Romanticism. (4) Romanticism as a recurrent characteristic of mind and art 
and as a specific historical movement in Europe and America in the late eighteenth 
and nineteenth centuries. Emphasis on primary materials in philosophy, literature, 
music, and painting. 

*239. Man and the Irrational. (4) The phenomenon of the irrational, with emphasis 
on its twentieth century manifestations but with attention also to its presence in 
other centuries and cultures. Philosophy, religion, literature, psychology, politics, 
and the arts are explored. 

*240. Adventures in Self-Understanding. (4) Examination and discussion of signifi- 
cant accounts of the quest for understanding of the self, in differing historical periods, 
cultural contexts, and genres. Among figures who may be discussed are Augustine, 
Dante, Gandhi, Montaigne, Descartes, Pascal, and selected modern writers. 

*241. The Tragic View. (4) The theory of tragedy in ancient and modern times; the 
expression of the tragic in literature, art, music, theatre, and film. 

*242. The Comic View. (4) The theory of comedy in ancient and modern times; 
the expression of the comic in literature, art, music, theatre, and film. 

*244. Man and the Structure of the Universe. (4) An investigation of various con- 
ceptions of the universe and their implications for man. Study not necessarily limited 
to the cosmologies of Ptolemy, Copernicus, and their modern successors, but may 
also include theories such as the Babylonian, Mayan, and Taoist. 

*246. Man and the Environment. (4) An interdisciplinary examination of man and 
society in relation to the environment. 

*247. The Mythic View. (4) The nature of myth through creation and hero myths; 
the uses to which myths have been put in different historical periods; various modern 
explanations of myth (literary, religious, anthropological, psychoanalytic, social, and 
historical). 

*248. The Ironic View. (4) An investigation of the ironic view of life in literature, 
art, history, theatre, and film. 

*249. Forms and Expressions of Love. (4) Philosophical, religious, and psychological 
delineations of the forms of love; literary, dramatic, musical, and visual portrayals 
of love in selected works of art. 



*One or more offered each year at the discretion of the Committee on Honors. 



122 

*250. Ethical Dilemmas in the Arts and Sciences. (4) An exploration of contemporary 
issues and controversies in the sciences and art, particularly those involved with 
ethical questions resulting from new concepts and discoveries. 

*252. The Mechanistic View of Nature. (4) A study of the controversies, both 
scientific and philosophical, arising in the seventeenth century between Cartesians, 
Newtonians, and Leibnizians about the nature and limits of human knowledge. 

*253. Revolutions in Modern Science. (4) An analysis of the ways in which radically 
new ideas are introduced and accepted in science. Cases studied are space and time 
in relativity theory, the nature of reality in quantum mechanics, evolution of species, 
and continental drift. P— At least one course in one of the relevant areas of science 
or permission of instructor. 

*254. The Promise and Perils of the Nuclear Age. (4) Scientific, moral, religious, 
and political perspectives on issues associated with nuclear power and nuclear 
weaponry. 

281. Directed Study. (4) Readings on an interdisciplinary topic approved by the 
Committee on Honors; presentation of a major research or interpretive paper based 
on these readings, under the direction of a faculty member; an oral examination 
on the topic, administered by the faculty supervisor and the Committee on Honors. 
Eligible students who wish to take this course must submit a written request to 
the Committee on Honors by the end of the junior year. Not open to candidates 
for departmental honors. 

Mathematics and Computer Science 

Marcellus E. Waddill, Chairman 

Professors John V. Baxley, Richard D. Carmichael, Ivey C. Gentry, 

Frederic T. Howard, James Kuzmanovich, J. Gaylord May, W. Graham May, 

John W. Sawyer Jr., Ben M. Seelbinder, Marcellus E. Waddill 

Associate Professors Elmer K. Hayashi, David J. John, Ellen E. Kirkman 

Assistant Professors James D. Kiper, Stan J. Thomas 

Instructor Jule M. Connolly 

A major in mathematics requires a minimum of forty credits. A student must 
include courses 111, 112, 113, 121, 221, one of the courses 311, 317, 352, 357, and at 
least two additional 300-level courses. A prospective teacher in the education block 
may take 231 in lieu of the course from 311, 317, 352, or 357 Lower division students 
are urged to consult a member of the departmental faculty before enrolling in courses 
other than those satisfying Division II requirements. 

A minor in computer science requires four courses (sixteen credits) in computer 
science numbered higher than 171 and two courses in mathematics other than 105. 

A minor in mathematics requires Mathematics 111, 112, either 121 or 113, and three 
other courses numbered higher than Mathematics 108, two of which must be 
numbered above 200. 



*One or more offered each year at the discretion of the Committee on Honors. 



123 

A minimum GPA of 2.0 in courses which comprise a major or minor in the depart- 
ment is required for graduation with any major or minor which the department 
offers. 

A regularly scheduled activity in mathematics is an informal seminar of students 
and faculty on topics not discussed in regular courses (for example, finite differences, 
game theory, Monte Carlo method, divergent series). 

The department of mathematics and computer science and the department of 
economics offer a joint major leading to a Bachelor of Science degree in mathematical 
economics. This interdisciplinary program, consisting of no more than fifty-six 
credits, offers the student an opportunity to apply mathematical methods to the 
development of economic theory, models, and quantitative analysis. The major has 
the following course requirements: Mathematics 111, 112, 113, 121, 251; Economics 
150, 205, 207, 208, 215, 218; and three additional courses chosen with the approval 
of the program advisers. Recommended courses are Mathematics 253, 311, 312, 348, 
352, 353, 357, 358, and Economics 206, 212, 223, 232, 235, 251. Students selecting 
the joint major must receive permission from both the department of economics 
and the department of mathematics and computer science. 

Highly qualified majors are invited by the department to apply for admission to 
the honors program in mathematics or in the joint major. To be graduated with the 
designation "Honors in Mathematics," or "Honors in Mathematical Economics," they 
must complete satisfactorily a senior research paper and pass a comprehensive oral 
or written examination. For additional information members of the departmental 
faculty should be consulted. 

Computer Science* 

171. Introduction to Computer Programming. (2) Lecture and laboratory. A first 
course in computer programming. Not to be counted toward the minor in computer 
science. 

173. Introduction to Computer Science. (4) Lecture and laboratory. A course in struc- 
tured programming, problem solving, and coding in a high level programming 
language. P— Computer Science 171. 

175. COBOL Programming. (4) Lecture and laboratory. A study of the elements 
of COBOL language. P— Computer Science 171 or 173. 

271. Computer Organization and Assembly Language Programming. (4) Lecture 
and laboratory. A study of the ways information is stored and handled in a com- 
puter; an introduction to machine and assembly language. P— Computer Science 
173 and Mathematics 117. 

361. Selected Topics. (2, 3, or 4) Topics in computer science which are not studied 
in regular courses or which further examine topics begun in regular courses. Con- 
tent varies. 



*Other courses in which computing is used or taught extensively are Mathematics 355, Physics 130, and 
Physics 330. 



124 

371. Data Structures. (4) Lecture and laboratory. Data representation and manipula- 
tion. Includes the data types of list, string, tree, set, graph. P— Computer Science 
173 and Mathematics 117. 

373. Algorithm Design. (4) Lecture and laboratory. Elementary techniques for 
designing and analyzing algorithms. Includes divide-and-conquer, greedy, dynamic 
programming, backtrack, branch-and-bound. P— Computer Science 173 and 
Mathematics 117. 

374. Database Management Systems. (4) Lecture and laboratory An introduction 
to large scale database management systems. Topics include data independence, 
database models, query languages, security, integrity, and concurrency. P— Computer 
Science 371. 

375. Operating Systems. (4) Lecture and laboratory. The study of algorithms for 
sequencing, controlling, scheduling, and allocating computer resources. P— 
Computer Science 371. 

381. Individual Study. (2, 3, or 4) A course of independent study directed by a 
faculty adviser. By prearrangement. Not to be counted toward the minor in com- 
puter science. 

Mathematics 

105. Fundamentals of Algebra and Trigonometry. (2, 3, or 4) A review of the essen- 
tials of algebra and trigonometry. Admission by permission only (generally, a stu- 
dent must have taken fewer than three years of high school mathematics to be eligible 
for admission). Not to be counted toward the major or minor in mathematics. 

108. Essential Calculus. (5 or 4) A one-semester course in differential and integral 
calculus with application to business and the social sciences. No student allowed 
credit for both 108 and 111. A student who might take additional calculus should 
not take Mathematics 108. Lab— two hours. 

109. Elementary Probability and Statistics. (5 or 4) Probability and distribution func- 
tions, means and variances, and sampling distributions. Lab— two hours. 

Ill, 112. Calculus with Analytic Geometry I, II. (5 or 4, 5 or 4) Calculus of func- 
tions of one variable; infinite series. Computer lab using BASIC. No student allowed 
creidt for both 108 and 111. 

113. Multivariable Calculus. (4) Vector and space curves. Differentiable functions; 
surfaces and max-min problems. Multiple integrals and Green's theorem. P— 
Mathematics 112. 

117. Discrete Mathematics. (4) An introduction to various topics in discrete 
mathematics applicable to computer science including sets, relations, Boolean 
algebra, propositional logic, functions, computability proof techniques, graph theory, 
and elementary combinatorics. 

121. Linear Algebra. (4) Vectors and vector spaces, linear transformations and 
matrices, linear groups, and determinants. 



125 

221. Modern Algebra I. (4) An introduction to modern abstract algebra through 
the study of groups, rings, integral domains, and fields. P— Mathematics 121. 

231. Euclidean Geometry. (4) Postulates, definitions, theorems, and models of Eucli- 
dean geometry. 

251. Ordinary Differential Equations. (4) Linear equations with constant coeffi- 
cients, linear equations with variable coefficients, and existence and uniqueness 
theorems for first order equations. P— Mathematics 112. 

253. Operations Research. (4) Mathematical models and optimization techniques. 
Studies in allocation, simulation, queuing, scheduling, and network analysis. P— 
Mathematics 111. 

311, 312. Advanced Calculus I, II. (4, 4) Limits and continuity in metric spaces, 
differentiation and Riemann-Stieltjes integration, sequences and series, uniform con- 
vergence, power series and Fourier series, partial differentiation and functions of 
n real variables, implicit and inverse function theorems. P— Mathematics 113. 

317. Complex Analysis I. (4) Analytic functions, Cauchy's theorem and its conse- 
quences, power series, and residue calculus. P— Mathematics 113. 

322. Modern Algebra II. (4) A continuation of modern abstract algebra through 
the study of additional properties of groups and fields and a thorough treatment 
of vector spaces. P— Mathematics 221. 

323, 324. Matrix Theory I, II. (4, 4) Basic concepts and theorems concerning matrices 
and real number functions defined on preferred sets of matrices. P— Mathematics 121. 

332. Non-Euclidean Geometry. (4) Postulates, definitions, theorems, and models 
of Lobachevskian and Riemannian geometry. 

345, 346. Elementary Theory of Numbers I, II. (4, 4) Properties of integers, con- 
gruences, arithmetic functions, primitive roots, sums of squares, magic squares, 
applications to elementary mathematics, quadratic residues, arithmetic theory of 
continued fractions. 

348. Combinatorial Analysis. (4) Enumeration techniques, including generating 
functions, recurrence formulas, the principle of inclusion and exclusion, and Polya's 
theorem. 

351. Applied Analysis. (4) Topics which have proved useful in the physical sciences, 
including vector analysis and complex analysis. 

352. Partial Differential Equations. (4) The separation of variables technique for 
the solution of the wave, heat, Laplace, and other partial differential equations, with 
the related study of the Fourier transform and the expansion of functions in Fourier, 
Legendre, and Bessel series. P— Mathematics 251 or permission of instructor. 

353. Mathematical Models. (4) Development and application of probabilistic and 
deterministic models. Emphasis given to constructing models which represent 
systems in the social, behavioral, and management sciences. P— Mathematics 253. 

355. Numerical Analysis. (4) A computer-oriented study of analytical methods in 
mathematics. Lecture and laboratory. P— Mathematics 112 and Computer Science 173. 



126 

357, 358. Mathematical Statistics I, II. (4, 4) Probability distributions, mathematical 
expectation, sampling distributions, estimation and testing of hypotheses, regression, 
correlation, and analysis of variance. C— Mathematics 113, or P— Permission of 
instructor. 

361. Selected Topics. (2, 3, or 4) Topics in mathematics which are not considered 
in regular courses or which continue study begun in regular courses. Content varies. 

381. Individual Study. (2, 3, or 4) A course of independent study directed by a 
faculty adviser. By prearrangement. 



Military Science 

Lieutenant Colonel Daniel F. Smith, Professor 

Major Peter J. Adolf, Major Heyward G. Brown, Major Richard H. Crocker, 

Captain Scott A. Fernald, Captain Henry C. Newell, Assistant Professors 

Sergeant Major Charles F. Richardson, 

Sergeant First Class Calvin Barnes, Staff Sergeant Johnny Ferguson 

Completion of the Reserve Officers' Training Corps requirements results in the 
conferring of a commission as a second lieutenant in the United States Army. The 
basic courses (100-level) are designed to provide the fundamentals of military history, 
Army organization and operation, leadership, and managerial assessment methods. 
No military obligation is incurred by enrollment in the basic courses. They are 
primarily for freshmen and sophomores; others must seek permission of the in- 
structor. The advanced courses (211, 212, 251, 252) provide study in professional 
knowledge subjects and development of the managerial skills required for 
commissioning. 

110. ROTC and the National Defense. (1) Introduction to the Reserve Officers' Train- 
ing Corps program, the United States Army, and the basic professional knowledge 
subjects. 

111. Military History. (2) Survey of the ideas and activities of the American people 
which contributed to the development of the Armed Forces; relationship between 
war and society. 

112. Operations in Special Environments. (2) Planning and preparation for military 
operations in mountain, desert, jungle, and arctic environments; fundamentals of 
survival; mountaineering techniques. 

113. Tactical Considerations of Modern Battle. (2) Organization and operations of 
the United States Army. A non-classical comparison with the Army of the Soviet 
Union. Modern battle doctrine and equipment capabilities of both armies are 
analyzed in both conventional and special tactical environments. 

114. Leadership. (2) An examination of the fundamentals contributing to the develop- 
ment of a personal style of leadership with emphasis on the dimensions of junior 
executive management. 



127 

115. Physical Readiness. (1) Designed to help students meet the physical readiness 
standards required by military service. Includes first aid and basic individual drill. 

116. Orienteering. (2) A study of navigational aids, linear time/distance relation- 
ships, and mapping techniques. Includes navigating in unfamiliar terrain. 

117. 118. Leadership Laboratory. (1, 1) Develops basic military skills of command, 
drill, and ceremonies. Prepares the student to command a military formation. 
Pass/Fail only. 

211, 212. First Year Advanced. (2, 2) Accelerated leadership training; professional 
knowledge subjects; preparation for ROTC Advanced Summer Camp; advanced 
instruction on the Soviet Army. Lab— one and one-half hours per week. P— Credit 
for one of the following: 

(1) 110, 114, 115, and an optional two credit course (Health and Sport Science 
111 may be substituted for 115; History 369 may be substituted for the 
optional course), or 

(2) Attendance at ROTC Basic Summer Camp, at Fort Knox, Kentucky (no 
academic credit). 

251, 252. Second Year Advanced. (2, 2) Professionalism and ethics; active duty orien- 
i tation; military administration, law, training, management, and logistics; written 
and oral communications; leadership. Lab— one and one-half hours per week. P— 
Military Science 211 and 212. 

Music 

Susan Harden Borwick, Chairwoman 

Associate Professors Susan Harden Borwick, Christopher Giles, Louis Goldstein 

Assistant Professors Stewart Carter, David B. Levy, Dan Locklair, Teresa Radomski 

Director of Instrumental Ensembles George Trautwein 

Assistant Director of Instrumental Ensembles Martin Province 

Visiting Assistant Director of Instrumental Ensembles Barbara Trautwein 

Director of Choral Ensembles Brian Gorelick 

Instructor Lucille S. Harris 

A major in music requires forty-eight credits. This includes a basic curriculum 
of thirty-six credits (Music Theory 171, 172, 173, and 174, sixteen credits; Music History 
181, 182, six credits; ten credits of applied music; and four credits of ensemble, taken 
in four semesters) plus twelve credits of elective courses in music and six semesters 
of Music Recitals 100. In addition to the course work, music majors are required 
to present a senior recital, lecture-recital, or project. 

Students anticipating a major in music are urged to begin their studies during 
the freshman year and are required to audition during the second semester of their 
sophomore year before officially being admitted to the program. 

Highly qualified majors may be invited to apply for admission to the honors pro- 
gram in music. To be graduated with the designation "Honors in Music," a can- 
didate must complete one of the following requirements: (1) an honors-level research 



128 

paper, (2) an original composition, or (3) an analytical lecture related to music per- 
formed by the candidate in public recital. 

A minor in music requires twenty-four credits: Music 171, 172; 181, 182; two credits 
of ensemble, taken in two semesters; two semesters of applied music (performance 
level in applied music must be equal to the level expected of majors at the time 
of the spring sophomore audition); six credits of music electives (excluding 
ensemble); and four semesters of Music Recitals 100. Each minor will be assigned 
an adviser in the music department and is encouraged to begin private lessons and 
Music 100 as early as possible. 

Any student interested in majoring or minoring in music should consult the chair- 
woman of the department as soon as possible after entering the University. 

General Music 

100. Recitals. (0) Recitals, concerts, and guest lectures sponsored by the depart- 
ment of music and the Artists Series. (Specific attendance requirements will be 
established at the beginning of each semester.) Six semesters are required of music 
majors; four semesters are required of music minors. 



Music Theory 

101. Introduction to the Language of Music. (3, 4) Basic theoretical concepts and 
musical terminology. Survey of musical styles, composers, and selected works from 
the Middle Ages through the twentieth century. Satisfies the Division I require- 
ment. For students not majoring in music. 

102. Language of Music I. (3, 4) Survey of musical styles, composers, and selected 
works from the Middle Ages through the twentieth century. For students who can 
read music. Not open to music majors. Satisfies the Division I requirement. P— 
Permission of instructor. 

104. Basic Music Reading and Skills. (2) A study of the fundamentals of music 
theory including key signatures, scales, intervals, and chords, and basic sight-singing 
and ear training skills. Designed for students wishing to participate in University 
ensembles and those wishing to pursue vocal, instrumental, and compositional 
instruction. 

105. Music Theory for Non-Majors. (4) A study and application of music fundamen- 
tals and music theory for the non-music major; analytical and compositional 
techniques. P— 104 or permission of instructor. 

171. Music Theory I. (4) Music fundamentals: key signatures, scales, modes, in- 
tervals, triads, elements of music. Ear training, sight-singing, and rhythm skills. 
(A one-hour piano class is required of students having no keyboard background.) 

172. Music Theory II. (4) Seventh chords, beginning part-writing, basic counter- 
point, ear training, sight-singing, rhythm skills, keyboard harmony. P— Music 171. 

173. Music Theory HI. (4) Altered chords, continuation of part-writing, eighteenth 



129 

and nineteenth century forms, ear training, sight-singing, rhythm skills, keyboard 
harmony. P— Music 172. 

174. Music Theory IV. (4) Expanded harmonic system of Impressionism and the 
twentieth century. New concepts of style and form. Ear training, sight-singing, 
rhythm skills, keyboard harmony. P— Music 173. 

202. Language of Music II. (3, 4) An in-depth study of selected major works from 
the Middle Ages through the twentieth century. Not open to music majors. P— 
Music 101 or 102 or permission of instructor. 

270. Sixteenth Century Counterpoint. (2) Analysis of sixteenth century contrapuntal 
music, in particular that of Palestrina. Examination of Renaissance writings on 
counterpoint. Composition of canon and motet. Offered in alternate years. P— Music 174. 

271. Eighteenth Century Counterpoint. (2) Analysis of eighteenth century contrapun- 
tal styles, with concentration on the Well-Tempered Clavier and Art of the Fugue of 
J. S. Bach. Composition of invention, canon, and fugue. Offered in alternate years. 
P— Music 174. 

272. Analysis Seminar. (2) A study of anlaytical writings of theorists and composers 
and the development of practical skills as they can be used in research and perfor- 
mance preparation. Offered in alternate years. P— Music 174. 

273. Composition. (1 or 2) Individual instruction in the craft of musical composi- 
tion. May be repeated for credit. P— Permission of instructor. 

275. History of Theory. (2) A study of theoretical writing on musical acoustics, in- 
struments, and notation from classical Greece to the present. Offered in alternate years. 
P-Music 174. 

276. Current Practices. (2) A survey of twentieth century compositional techniques, 
notation, and performance problems involving the study of music and theoretical 
writings associated with major trends from 1900 to the present. Offered in alternate 
years. P— Music 174. 



Music History 

124. Chamber Music. (2) Study of the history and repertoire of chamber music from 
the late Baroque to the twentieth century. Classroom work combined with actual 
rehearsal and performance of chamber repertoire. May be repeated for credit. P— 
Audition and permission of instructor. 

181. Music History I. (3) History of music from the Greeks to 1750. Satisfies the 
Division I requirement. P— Permission of instructor. 

182. Music History II. (3) History of music from 1750 to the present. Satisfies the 
Division I requirement. P— Music 181. 

201. Music History for Non-Majors. (3, 4) A historical survey of stylistic trends, 
major composers, and genera. P— Music 101 or 102 or permission of instructor. 



130 



a. Middle Ages d. Classical 

b. Renaissance e. Romantic 

c. Baroque f. Contemporary 

203. History of Jazz. (4) A survey of American jazz from its origin to the present. 
Open to majors and non-majors. P— Music 101 or 102 or permission of instructor. 

204. Survey of Choral Music. (4) A historical overview of important genera (i.e., 
anthem, cantata, motet, mass, oratorio) with an emphasis on church music and 
liturgical function. Open to majors and non-majors. P— Music 101 or 102 or permis- 
sion of instructor. 

205. Survey of Orchestral Music. (4) A historical overview of important orchestral 
repertoire (i.e., symphony, concerto, overture, symphonic poem). Open to majors 
and non-majors. P— Music 101 or 102 or permission of instructor. 

206. Survey of Opera. (4) A study of the development of opera from 1600 to the 
present. Selected operas by European and American composers will be examined 
in class via record, score, and film. Class will attend opera performances when possi- 
ble. Open to majors and non-majors. P— Music 101 or 102 or permission of instructor. 

207. Music in America. (4) A study of the music and musical trends in America 
from 1650 to the present. The course will survey sacred and secular music from 
the Pilgrims to the current trends of American composers. P— Music 101 or 102 or 
permission of instructor. 

208. Women and Music. (4) A historical overview of women musicians in society. 
P— 101 or 102 or permission of instructor. 

212. Music in the Church. (4) Function of church musicians and the relationship 
of their work to the church program. P— Permission of instructor. 

215. Philosophy of Music. (2) A survey of philosophical writings about music. 
Musical aesthetics; social, religious, and political concerns. P— Music 174, 182. 

219. Seminar in Medieval Music. (3) A study of medieval music, its philosophy, 
theory (including notational practices), and performance practices. Areas receiv- 
ing special emphasis are Gregorian chant repertoire, the Notre Dame School, Ars 
Antiqua, and Ars Nova. P— Music 174, 182, or permission of instructor. 

220. Seminar in Renaissance Music. (3) A study of music from 1400 to 1600, its 
theory (including notational practices), and performance practices. The study begins 
with the Burgundian School, with special areas of emphasis being the Netherlands 
composers and the late Renaissance madrigal. P— Music 174, 182, or permission of 
instructor. 

221. Seminar in Baroque Music. (3) Musical activity from about 1600 to Bach and 
Handel. Special emphasis on the development of national styles and their resolu- 
tions toward the end of the era. P— Music 174, 182, or permission of instructor. 

222. Seminar in Eighteenth Century Music. (3) Musical developments from the 
sons of Bach through the Viennese Classicism of Haydn, Mozart, and Beethoven. 
P— Music 174, 182, or permission of instructor. 



131 

223. Seminar in Nineteenth Century Music. (3) Music from the latter part of 
Beethoven's career through Wagner and Brahms. Special emphasis on the post- 
Beethoven schism and its ramifications. P— Music 174, 182, or permission of instructor. 

224. Seminar in Twentieth Century Music. (3) A study of the major musical styles, 
techniques, and media of contemporary music from Debussy to the present. P— 
Music 174, 182, or permission of instructor. 

Music Education 

186. String Instruments. (2) Fundamentals of playing and teaching all instruments 
of the string family. Offered in alternate years. 

187. Woodwind Instruments. (2) Fundamentals of playing and teaching all prin- 
cipal instruments of the woodwind family. Offered in alternate years. 

188. Brass and Percussion Instruments. (2) Fundamentals of playing and teaching 
brass and percussion. Offered in alternate years. 

280. Orchestration. (4) A study of the orchestral and wind band instruments, how 
composers have used them throughout history, and the development of practical 
scoring and manuscript skills. Offered in alternate years. P— Music 174, 182. 

282. Conducting. (4) A study of conducting technique; practical experience with 
ensembles. Offered in alternate years. P— Music 174 or permission of instructor. 

284. Music Literature Seminar. (3 or 4) A survey of repertoire, including an ex- 
amination of teaching materials in the student's special area of interest. P— 
Permission of instructor. 

289. Ensemble Methods. (2) A practical study of choral and instrumental training 
techniques. Discussion of tonal development, administration, bibliography, and 
choral and instrumental problems. P— Music 101 or 102 or permission of instructor. 

291. Teaching of Music. (4) The teaching and supervision of choral and instrumen- 
tal music in the public schools, all grades. P— Music 174, 182. 

Honors and Individual Study 

298. Individual Study. (2 or 4) A project in an area of study not otherwise available 
in the department. By pre-arrangement. 

299. Honors in Music. (4) Individual study for honors candidates who have fulfilled 
the specific requirements. 

Ensemble 

Departmental ensembles are open to all students. Credit is earned on the basis 
of one credit per semester of participation in each ensemble. 

111. Opera Workshop. Study, staging, and performance of standard and contem- 
porary operatic works. P— Permission of instructor. 

112. Collegium Musicum. An ensemble stressing the performance practices and 



132 

the performance of music of the medieval, Renaissance, and Baroque eras. Open 
to vocalists and instrumentalists. 

113. Orchestra. Study and performance of orchestral works from the classical and 
contemporary repertoire. P— Audition. 

114. Madrigal Singers. A vocal chamber ensemble which specializes in the per- 
formance of secular repertoire. P— Audition. 

115. Concert Choir. A select touring choir of forty-five voices which performs a 
variety of choral literature from all periods. P— Audition. 

116. Choral Union. A large oratorio chorus which concentrates on the performance 
of major choral works. P— Audition. 

117. Marching Deacons Band. Performs for most football games. Meets twice week- 
ly. No audition required. Fall. 

118. Concert Band. Study and performance of music for wind band. P— Permission 
of instructor. Spring. 

119. Symphonic Wind Ensemble. Study and performance of music for wind ensem- 
ble. Regular performances on and off campus, including an annual tour. 
P— Audition. 

120. Chamber Ensemble. (1) Study and performance of music composed specifically 
for small ensemble. Performers are strongly urged to participate in a larger ensem- 
ble as well. P— Permission of instructor. 

a. percussion c. string 

b. wind/brass d. mixed 

121. Jazz Ensemble. Study and performance of written and improvised jazz for 
a twenty-member ensemble. P— Audition. 

123. Piano Ensemble. Study of the elements of accompanying and ensemble play- 
ing through class discussion and studio experience. P— Permission of instructor. 



Applied Music 

Applied music courses are open to all students with the permission of the in- 
structor. Credit is earned on the basis of lesson duration and weekly preparation. 
One credit per semester implies a half-hour of instruction weekly and a minimum 
of one hour of daily practice. Two credits per semester imply an hour of instruc- 
tion weekly and a minimum of two hours daily practice. With the permission of 
the music faculty and with a proportional increase in practice, a student may earn 
three or four credits per semester. Students in applied music who do not have basic 
knowledge of notation and rhythm are advised to enroll in Music 101 or 104 either 
prior to or in conjunction with applied study. An applied music fee is charged for 
all individual instruction. (See page 34 of this bulletin for specific information 
regarding the fee.) 

161, 261. Individual Instruction. (1 or 2) May be repeated for credit. Technical studies 



a. 


violin 


8 


clarinet 


m 


b. 


viola 


h. 


bassoon 


n. 


c. 


cello 


i. 


saxophone 


0. 


d. 


bass 


h 


trumpet 


V- 


e. 


flute 


k. 


French horn 


q> 


f. 


oboe 


1. 


trombone 


r. 



133 



and repertoire of progressive difficulty selected to meet the needs and abilities of 
the student. 

baritone v. voice 

tuba w. recorder 

organ x. viola da gamba 

piano y. harpsichord 

percussion 

guitar 

165p. Class Piano. (1) Scales, chords, inversions, and appropriate repertoire, with 
emphasis on sight-reading, harmonization, and simple transposition. Designed for 
the beginning piano student. 

165r. Class Guitar I. (1) Introduction to guitar techniques: strumming, plucking, 
arpeggios, and damping. Reading and playing from musical notation and guitar 
tablature. For beginning students. 

166r. Class Guitar II. (1) Continuation of guitar techniques. Emphasis on chordal 
progressions, scales, accompanying patterns, and sight-reading. P— Music 165r. 

165v. Class Voice I. (1) Introduction to the fundamental principles of singing, con- 
cepts of breath control, tone, and resonance. 

166v. Class Voice II. (1) Continuation of fundamental vocal techniques. P— Music 
165v or permission of instructor. 

165 w. Class Recorder. (1) Introduction to recorder techniques: breath control, ar- 
ticulation, F and C fingering systems. Emphasis on ensemble playing. Designed 
for beginning and intermediate recorder players. This course is intended to prepare 
students for Music 112, but is not a prerequisite. 

167v. Theatrical Singing I: Class Voice. (1) Basic techniques of singing, breath con- 
trol, phonation, and resonance, with emphasis on theatrical projection. Study and 
performance of musical theatre repertoire. (One hour per week.) 

168v. Theatrical Singing II: Class Voice. (1) Continuation of theatrical singing techni- 
ques with increased study and performance of musical theatre repertoire. P— Music 
167v or permission of instructor. (One hour per week.) 

190. Diction for Singers. (2) Study of articulation in singing, with emphasis on 
modification of English; pronunciation of Italian, German, and French. Develop- 
ment of articulatory and aural skills with use of the international phonetic alphabet. 
Individual performance and coaching in class. (Two hours per week.) 



134 

Natural Sciences 

Dudley Shapere, Reynolds Professor of Philosophy 
and History of Science 

201. The Universe of Modern Science. (4) A survey of the contemporary scientific 
picture of the universe and its evolution, and of the major evidence for that picture. 

301. Seminar: The Beginnings of the Modern World-View. (4) A study of the tran- 
sition from ancient views of the world to the perspective of early modern science 
and philosophy, with focus on the works of Plato, Aristotle, Kepler, and Galileo. 

302. The Mechanistic View of Nature. (4) A study of the controversies, both scien- 
tific and philosophical, arising in the seventeenth century between Cartesians, 
Newtonians, and Leibnizians about the nature and limits of human knowledge. 

303. Revolutions in Modern Science. (4) An analysis of the ways in which radical- 
ly new ideas are introduced and accepted in science. Cases studied are space and 
time in relativity theory, the nature of reality in quantum mechanics, evolution of 
species, and continental drift. P— At least one course in one of the relevant areas 
of science or permission of instructor. 

396. Idividual Study. (1-4) Individual projects in the philosophy and history of 
science. By invitation only. 



Philosophy 

Gregory D. Pritchard, Chairman 

Worrell Professor Robert M. Helm 

Professors Marcus B. Hester, Gregory D. Pritchard 

Associate Professors Ralph C. Kennedy III, Charles M. Lewis 

Instructor Win-chiat Lee 

Lecturer Hannah M. Hardgrave 

A major in philosophy requires thirty-six credits. The courses must include 261 
and either 161 or 271, two courses from the history sequence (201, 211, 222), and 
one course from each of the following: 230, 231, 241, 242, or 258; 262, 275, 279, 282, 
285, or 287 In addition to these courses, a major in philosophy requires a "major 
paper," consisting of twenty or more type-written pages, to be submitted for a course, 
chosen by the student, from among courses in philosophy taken during his or her 
last three semesters. This paper may also satisfy the term paper requirement for 
the course. 

A minor in philosophy requires five courses, one of which will be either Philosophy 
111, 171, or 172. These courses are to be chosen in accordance with one of the follow- 
ing plans. Although plans A, B, and C are designed to complement majors in the 
specified areas, any one of the plans may be chosen by someone who wants to pur- 
sue other interests. 



135 

(A) Art, Literature, and Religion (B) Natural Science 

Philosophy of Art and/or Philoso- Philosophy of Science; Logic 

phy of Religion; one or more and/or Symbolic Logic; one or 

concentration courses (230, 231, more of the following: 201, 211, 

241, 242, 258); one or more of the 222, 225, 230, 231, 241, 258, 275, 

following: 201, 211, 222,. 225, 261, 279, 280. 
275. 

(C) Social Science, Politics, and Law (D) Open Plan 

Ethics and/or Philosophy of Law; With departmental approval, a 

Logic and/or Symbolic Logic; one fourth option will be available to 

or more of the following: 201, 211 students for whom none of the 

225, 230, 231, 241, 242, 258, 262, specified plans would be 

275, 279, 287 appropriate. 

The Spilman Philosophy Seminar, open to advanced students in philosophy, was 
established in 1934 through an endowment provided by Bernard W. Spilman. The 
income from the endowment is used for the seminar library, which now contains 
about 4,000 volumes. Additional support for the library and other departmental ac- 
tivities is provided by the A. C. Reid Philosophy Fund, which was established in 
1960 by friends of the department. The furniture in the library and seminar room 
was donated in honor of Claude V. Roebuck and Mr. and Mrs. W. A. Hough by 
their families. 

Two distinguished alumni of the College have made possible the establishment 
of a lectureship and a seminar. The late Guy T. Carswell endowed the Guy T. and 
Clara Carswell Philosophy Lectureship, and a gift from James Montgomery Hester 
established the Hester Philosophy Seminar. In addition, a lectureship bearing his 
name has been instituted in honor of Claude V. Roebuck. 

Superior majors are invited by the department to apply for admission to the honors 
program in philosophy. To be graduated with the designation "Honors in 
Philosophy," a qualified student must submit an acceptable prospectus for an honors 
thesis by November for graduation in the spring semester or by May for gradua- 
tion in the fall semester, present a satisfactory paper based on the prospectus (as 
judged by the student's honors adviser and at least one other member of the depart- 
ment), and show an acceptable level of performance in a discussion of the paper 
with the honors adviser and at least one other member of the department. In lieu 
of a prospectus, the student's "major paper" may be submitted, provided that this 
occurs in the semester before the semester in which he or she is to graduate and 
provided that the paper is re-written in view of criticism and additional research 
materials as appropriate for an honors paper. 

111. Basic Problems of Philosophy. (4) An examination of the basic concepts of 
several representative philosophers, including their accounts of the nature of 
knowledge, man, God, mind, and matter. 

1153. The Idea of Nature. (4) Aspects of the evolution of modern thought about 



136 

the nature of the natural world as expressed in texts from the pre-Socrates to Galileo. 

Offered in Venice. 

161. Logic. (4) An elementary study of the laws of valid inference, recognition of 
fallacies, and logical analysis. 

171, 172. Meaning and Value in Western Thought. (4, 4) A critical survey of religious 
and philosophical ideas in the Western world from antiquity to modern times. Either 
Philosophy 171 or 172 satisfies the philosophy or religion requirement; both 171 and 
172 satisfy both the philosophy and religion requirements; choice determined at 
registration. 

175. Space and Time in Fact and Fiction. (4) Are space and time fundamentally 
different? Are they properties of the physical world or of minds only? Are they finite 
or infinite in extension and duration? Other questions cover problems and paradoxes 
in the concept of space and in the concept of time travel. P— Philosophy 111, 171, 
or 172. 

182. Medical Ethics. (4) A study of moral problems in medicine including 
informed consent, experimentation on human subjects, truth-telling, confidentiality, 
abortion, and the allocation of scarce medical resources. P— Philosophy 111, 171, 
or 172. 

184. Applied Ethics. (4) A critical analysis of contemporary moral issues, including 
capital punishment, minority rights and their protection, civil disobedience, 
euthanasia, family relationships, and sexual conduct. 

201. Ancient and Medieval Philosophy. (4) A study of philosophical problems such 
as the nature of faith, reason, universals, and God in the thought of Plato, Aristotle, 
Augustine, Abelard, Anselm, Aquinas, and Ockham. P— Philosophy 111, 171, or 172. 

211. Modern Philosophy. (4) A survey of major philosophers from Descartes to 
Nietzsche. P— Philosophy 111, 171, or 172. 

222. Contemporary Philosophy. (4) A survey of major philosophers from Russell 
to Sartre. P-Philosophy 111, 171, or 172. 

225. American Philosophy. (4) A study exploring the philosophies of Jonathan 
Edwards, Ralph Waldo Emerson, C. S. Pierce, William James, John Dewey, and 
others, examining their views on logic, experience, science, reality, nature, art, educa- 
tion, and God. P— Philosophy 111, 171, or 172. 

230. Plato. (4) A detailed analysis of selected dialogues, covering Plato's most im- 
portant contributions to ethics, political philosophy, theory of knowledge, 
metaphysics, and theology. P— Philosophy 111, 171, or 172. 

231. Aristotle. (4) A study of the major texts, with emphasis on metaphysics, ethics, 
and theory of knowledge. P— Philosophy 111, 171, or 172. 

241. Kant. (4) A detailed study of selected works covering Kant's most important 
contributions to theory of knowledge, metaphysics, ethics, religion, and aesthetics. 
P-Philosophy 111, 171, or 172. 

242. Hegel, Kierkegaard, and Nietzsche. (4) An examination of selected sources 



137 



embodying the basic concepts of Hegel, Kierkegaard, and Nietzsche, especially as 
they relate to each other in terms of influence, development, and opposition. P— 
Philosophy 111, 171, or 172. 

258. Wittgenstein. (4) The work of Ludwig Wittgenstein on several central 
philosophical problems studied and compared with that of Frege, James, and Russell. 
Topics include the picture theory of meaning, truth, scepticism, private languages, 
thinking, feeling, the mystical, and the ethical. P— Philosophy 111, 171, or 172. 

261. Ethics. (4) A critical study of selected problems and representative works in 
ethical theory. P— Philosophy 111, 171, or 172. 

262. Social and Political Philosophy. (4) A systematic examination of selected social 
and political philosophers of different traditions, with concentration on Plato, Marx, 
Rawls, and Nozick. Topics include rights, justice, equality, private property, the state, 
the common good, and the relation of individuals to society. P— Philosophy 111, 
171, or 172. 

271. Symbolic Logic. (4) Basic concepts and techniques of modern deductive logic, 
beginning with the logic of truth-functions and quantifiers, and including some 
discussion of topics as Church's thesis and theorem, the completeness of first-order 
logic, and Godel's incompleteness theorems. 

275. Philosophy of Mind. (4) A selection from the following topics: the mind-body 
problem; personal identity; the unity of consciousness; minds and machines; the 
nature of experience; action, intention, and the will. Readings from classical and 
contemporary sources. P— Philosophy 111, 171, or 172. 

279. Philosophy of Science. (4) A systematic exploration of the conceptual founda- 
tions of scientific thought and procedure. P— Philosophy 111, 171, or 172. 




ll I'd it is- 1 ll liilii . !l If 



138 

280. Philosophy and Physics. (4) A study of philosophical problems raised by quan- 
tum physics. The problems include basic changes in our conceptual scheme in logic, 
explanation, metaphysical concepts of things, and speculative cosmology. (The course 
requires no prerequisite in either philosophy or physics.) 

282. Philosophy of Law. (4) A philosophical inquiry into the nature of law and its 
relation to morality. Classroom discussions of readings from the works of classical 
and modern authors focus on issues of contemporary concern involving questions 
of legal principle, personal liberty, human rights, responsibility, justice, and punish- 
ment. P— Philosophy 111, 171, or 172. 

285. Philosophy of Art. (4) A critical examination of several philosophies of art, 
with emphasis upon the application of these theories to particular works of art. 
P-Philosophy 111, 171, or 172. 

287. Philosophy of Religion. (4) A systematic analysis of the logical structure of 
religious language and belief, including an examination of religious experience, 
mysticism, revelation, and arguments for the nature and existence of God. P— 
Philosophy 111, 171, or 172. 

294. Seminar in Epistemological Problems. (4) P— Philosophy 111, 171, or 172. 

295. Seminar in Metaphysical Problems. (4) P— Philosophy 111, 171, or 172. 

296. Independent Study. (2-4). 



Physics 

George P. Williams Jr., Chairman 

Reynolds Professor Richard T. Williams 

Professors Robert W. Brehme, William C. Kerr, Howard W. Shields, 

George P. Williams Jr. 

Associate Professor George Eric Matthews 

Assistant Professor Natalie A. W. Holzwarth 

Lecturer George M. Holzwarth 

The program for each student majoring in physics is developed through con- 
sultation with the student's major adviser and may lead to either a Bachelor of 
Arts or a Bachelor of Science degree. The BA degree requires a minimum of basic 
physics courses and allows a wide selection of electives related to the student's 
interests in other disciplines. The BS degree is designed to prepare students for 
careers in physics, perhaps beginning with graduate study. 

The Bachelor of Arts degree in physics requires thirty-seven credits in physics 
and must include courses 161, 162, 343 and 345, and two from 230, 352, and 351. 
The Bachelor of Science degree in physics requires forty-five credits in physics and 
must include courses 311, 312, 343, 344, 345, and 346. In special cases the depart- 
ment may allow substitutions. For either degree, two courses in chemistry or the 
equivalent and Mathematics 251 are required. 

A typical schedule for the first two years: 



139 



Freshman Sophomore 

Basic and divisional requirements Basic and divisional requirements 

Physics 111, 112 or 121, 122 (five courses) 

Mathematics 111, 112 Physics 161, 162 

Foreign Language Mathematics 251 

If this sequence is followed, the physics major may be completed with considerable 
flexibility in exercising various options, such as the five year BA/MS program. (For 
information about this program, consult the department chairman.) This saves time, 
and the outstanding student may qualify for a tuition scholarship in the senior year 
of the five-year program. 

A student may minor in physics via one of the following options: 
Option A: Twenty-four credits including Physics 111, 112 (or 121, 122), 161, 

162, and 230. 
Option B: "Scientific Computer Systems Design"— Twenty-three credits con- 
sisting of Physics 111, 112, (or 121, 122), 130, 164, 230, and 330. 

Students interested in the minor should so advise the instructor of the second-year 
course. 

If Physics 111, 112 or 121, 122 is not taken in the freshman year, one of the se- 
quences may be taken in the sophomore year; the degree requirements in physics 
may still be completed by the end of the senior year. No student may be a can- 
didate for a degree with a major in physics with a grade less than C in general 
physics without special permission of the department. 

Satisfactory completion of the laboratory work is required for a passing grade 
in all courses with a laboratory. 

Highly qualified majors are invited by the department to apply for admission 
to the honors program in physics. To be graduated with the designation "Honors 
in Physics," students must complete satisfactorily Physics 381 and pass a com- 
prehensive written examination. For additional information on these programs or 
on the engineering program the chairman of the departmental faculty should be 
consulted. 



101. Conceptual Physics. (5) A non-mathematical introduction to the essential prin- 
ciples of classical and modern physics based on a conceptual treatment of the more 
exciting contemporary aspects of the subject. Credit not allowed for both 101 and 
111. Lab— two hours. 

104. Introductory Physics for Teachers. (3 or 4) No lab. Does not satisfy Division 
II requirements. 

105. Descriptive Astronomy. (4) An introductory study of the universe, from the 
solar system to the galaxies. No lab. Does not satisfy Division II requirements. 

106. Physics and the Sounds of Music. (3 or 4) A study of the production, pro- 
pagation, and perception of musical sounds. Satisfies no divisional requirements. 
No prerequisites; no lab. 

Ill, 112. Introductory Physics. (5, 5) Essentials of mechanics, wave motion, heat, 



140 



sound, electricity, magnetism, optics, and modern physics for freshmen and 
sophomores. Lab— two hours. 

121, 122. General Physics. (5, 5) A course designed for those who expect to major 
in the sciences or mathematics. A calculus treatment of topics covered in 111, 112. 
A student may not receive credit for both this course and Physics 111, 112. Lab- 
two hours. C— Mathematics 111. 

130. Introduction to Microcomputers. (4) Microcomputer architecture and interfacing 
with an introduction to programming in BASIC, assembler, and machine language. 

141. Elementary Modern Physics. (4) The development of twentieth century physics 
and an introduction to quantum ideas. P— Physics 112 or 121 and Mathematics 111. 

161. Applied Mechanics. (5) The fundamental principles of mechanics. Lab -three 
hours. P— Physics 111 or 121 and Mathematics 111 or equivalent. 

162. Introductory Electricity. (4) The fundamental principles of electricity, 
magnetism, and electromagnetic radiation. P— Physics 112, Mathematics 112. 

164. Introductory Electricity Lab. (1) A three-hour laboratory. 

230. Electronics. (4) Introduction to the theory and application of transistors and 
electronic circuits. Lab— three hours. Offered in the fall of odd-numbered years. P— Physics 
162 or equivalent. 

301, 302. Physics Seminar. (0, 0) Discussion of contemporary research, usually with 
visiting scientists. Attendance required of junior and senior physics majors. 




141 

311. Mechanics. (4) A junior/senior level treatment of analytic classical mechanics. 
P— Mathematics 251. 

312. Electromagnetic Theory. (4) A junior/senior level treatment of classical elec- 
tromagnetic theory. P— Physics 162 and Mathematics 251. 

320. The Physics of Macromolecules. (4) The physics of polymers, especially proteins 
and nucleic acids, including the molecular basis for their secondary and tertiary 
structure. P— Physics 351 or Chemistry 341 or Biology 371. 

330. Data Acquisition and Analysis. (4) Advanced treatment of computer interfac- 
ing, signal processing methods, non-ideal integrated circuit behavior, and data reduc- 
tion and fitting procedures. P— Physics 130, 230. 

343, 344. Modern Physics. (4, 4) Application of the elementary principles of quan- 
tum mechanics to atomic, molecular, solid state, and nuclear physics. 

345, 346. Modern Physics Laboratory. (1, 1) The laboratory associated with Physics 
343, 344. Lab— three hours. 

351. Thermodynamics and Statistical Mechanics. (4) Introduction to classical and 
statistical thermodynamics and distribution functions. 

352. Physical Optics and Spectra. (5) A study of physical optics and the quantum 
treatment of spectra. Lab— three hours. 

381, 382. Research. (2-4, 2-4) Library, conference, and laboratory work performed 
on an individual basis. 

Politics 

Jack D. Fleer, Chairman 

Professors Jack D. Fleer, Carl C. Moses, 

Donald O. Schoonmaker, Richard D. Sears 

Professor of History and Asian Studies Balkrishna Govind Gokhale 

Associate Professors David B. Broyles, Kathleen B. Smith 

Assistant Professors Saguiv A. Hadari, Charles H. Kennedy 

Instructor Katy J. Harriger 

In its broadest conception, the aim of the study of politics is to understand the 
way in which policy for a society is formulated and executed and to understand 
the moral standards by which policy is or ought to be set. This center of interest 
is often described alternatively as the study of power, of government, of the state, 
or of human relations in their political context. For teaching purposes, the study 
of politics has been divided by the department into the following fields: (1) American 
politics, (2) comparative politics, (3) political philosophy, and (4) international politics. 
Introductory courses in the first three of these fields provide broad and flexible 
approaches to studying political life. 

The major in politics consists of thirty-six credits. The courses must include the 
following: (a) a first course selected from Politics 113, 114, or 115; (b) any non-seminar 
course in each of the four fields of the discipline except Politics 217, 219, 229, 242, 



142 

244, 252, 256, 259, 270, 275, 284, 285, and 287; (c) one seminar in politics (usually 
a student takes no more than one seminar in each field and no more than three 
seminars overall). A minimum grade average of C on all courses attempted in politics 
is required for graduation. Majors should consult with their advisers concerning 
additional regulations. 

Highly qualified majors are invited by the department to apply for admission to 
the honors program in politics. To be graduated with the designation "Honors in 
Politics," one must successfully complete Politics 284 and 285. Politics 284 and 285 
must be taken as additional courses beyond the thrity-six credits ordinarily required. 
For additional information members of the departmental faculty should be consulted. 

The minor in politics consists of twenty credits, ordinarily including Politics 113 
but excluding Individual Study and seminar courses. Sixteen of the credits must 
be taken at Wake Forest and any transfer courses must be approved by the chair- 
man. None of the courses may be taken pass/fail. 

A student who selects politics to fulfill the Division IV requirement must take 
one of the following courses: Politics 113, 114, or 115. No introductory level course 
is required for students taking a politics course as an elective unless such a prere- 
quisite is specified in the course description. 



Introductory Courses 

A student may take any one of the following as a first course in the department; 
more than one may be taken. Ordinarily a student is expected to take Politics 113 
as the first course. 

113. Introduction to Politics: American Politics. (4) The nature of politics, political 
principles, and political institutions, with emphasis on their application to the United 
States. 

114. Introduction to Politics: Comparative Politics. (4) Political processes and prin- 
ciples as applied to traditional, developing, and mature states. 

115. Introduction to Politics: Political Theory. (4) Major systematic statements of 
the rules and principles of political life. Representative writers are Tocqueville, Dahl, 
and Aristotle. 



American Politics 

210. Major Topics in Public Policy. (2, 3, or 4) A study of major policies on the 
current public agenda in the United States, including consideration of alternative 
policy responses and the politics surrounding them. Possible topics include the 
politics of poverty and welfare, medical care, education, crime, and energy. Credit 
varies with the number of topics studied. 

211. Political Parties and Voting Behavior. (4) An examination of party competi- 
tion, party organizations, the electorate and electoral activities of parties, and the 
responsibilities of parties for governing. 



143 

213. Public Administration. (4) Introduction to the study of public administration 
emphasizing policy-making in government agencies. 

217. Politics and the Mass Media. (4) Exploration of the relationship between the 
political system and the mass media. Two broad concerns will be the regulation 
of the mass media and the impact of media on political processes and events. 

218. Congress and Policy-Making. (4) An examination of the composition, authority 
structures, external influences, and procedures of Congress with emphasis on their 
implications for policy-making in the United States. 

219. Fundamentals of Public Policy Analysis. (4) Fundamentals of public policy 
analysis with emphasis on techniques of decision-making such as cost benefit 
analysis and utility analysis. Each student will participate in a major collective 
research project centered on a local issue. 

220. The American Presidency. (4) Emphasis on the office and the role; contribu- 
tions by contemporary presidents considered in perspective. 

222. Urban Problems and Politics. (4) Political structures and processes in American 
cities and suburbs as they relate to the social, economic, and political problems of 
the metropolis. 

225. American Constitutional Law: Separation of Powers and the Federal System. 

(4) An analysis of Supreme Court decisions affecting the three branches of the 
national government and federal/state relations. 

226. American Constitutional Law: Civil Liberties. (4) Judicial interpretations of 
First Amendment freedoms, racial equality, and the rights of the criminally accused. 

227. Politics, Law, and Courts. (4) Analysis of the nature and role of law in American 
society and the structure and procedure of American courts. Questions of judicial 
organization, personnel, and decision-making, as well as the impact of law and court 
decisions on the social order, are explored at local, state, and national levels. 

229. Women and Politics. (4) The course will examine classical and contemporary 
arguments regarding the participation of women in politics as well as current policy 
issues and changes in women's political participation. 

Comparative Politics 

231. Western European Politics. (4) Analysis of the political systems of Great Bri- 
tain, France, and Italy, focusing primarily on the problems of stable democracy. 

232. Government and Politics in the Soviet Union. (4) Analysis of the institutions 
and processes of politics in the USSR and examination of political developments 
in other states of Eastern Europe. 

233. The Politics of West and East Germany. (4) A study of the political behavior 
and governmental institutions of the capitalist democratic regime of West Germany 
and the authoritarian socialist regime of East Germany. 

234. Government and Politics in East Asia. (4) An analysis of the political institu- 



144 

tions and processes in China and Japan, with emphasis on the problem of 
modernization. 

235. The Politics of Revolution. (4) A study of revolution as an alternative means 
of socio-political change. Analysis of the nature and types of revolution as well as 
causes, processes, and consequences. Attention is given to some historical cases 
and to some current revolutionary situations and movements. 

236. Government and Politics in Latin America. (4) Comparative analysis of the 
institutions and processes of politics in the Latin American region. 

237. Comparative Public Policy in Selected Industrialized Democracies. (4) An in- 
vestigation of the public policy choices involving such matters as health, educa- 
tion, and income maintenance plans in selected Western European countries. The 
origins, development, trends of the "welfare state" will be examined in Great Britain, 
West Germany, and Sweden. 

242. Problems in Comparative Politics. (4) An intensive study of one or more major 
problems in contemporary comparative politics. 

244. Politics and Literature. (2, 3, or 4) An examination of how literature can ex- 
tend our knowledge of politics and political systems. The course considers the in- 
sights of selected novelists, such as Alexander Solzhenitsyn, Heinrich Boll, Robert 
Penn Warren, George Orwell, and Gabriel Garcia Marquez. 

245. Government and Politics of South Asia. (4) A study of the governments of 
India, Pakistan, Nepal, and Ceylon. Emphasis on political organizations, party struc- 
tures, and subnational governmental systems. 

246. Politics and Policies in South Asia. (4) A survey of major issues relevant to 
politics and policy in India, Pakistan, Bangladesh, and Sri Lanka. 

International Politics 

250. Global Crises. (4) An introductory survey of the major current issues in inter- 
national affairs. Students learn how to effectively read and criticize materials and 
present critiques in oral and written fashion. 

251. Fundamentals of International Politics. (4) Fundamental theoretical questions 
of international politics, with special emphasis on existing international patterns. 

252. Problems in International Politics. (4) An intensive study of one or more major 
problems of contemporary international politics. 

253. The Politics of International Economic Relations. (4) A study of the emergence 
of international economic transactions, including trade, monetary affairs, invest- 
ment, and multinational corporations, as a central aspect of world politics. 

254. American Foreign Policy: Contemporary Problems. (4) A critical examination 
of different methods of studying American foreign policy and of selected policies 
followed by the United States since the early 1960s. 

255. American Foreign Policy: The Cold War Period. (4) A critical examination of 



145 



the forces which shape American foreign policy and of selected policies followed 
from World War II to the Cuban Missile Crisis. 

256. Nuclear Weapons and National Security. (2 or 4) An analysis of the strategic, 
political, and moral implications of nuclear weapons as instruments of national 
policy. Both American and Soviet perspectives will be considered and special 
attention will be given to contemporary debates over the possession and control 
of nuclear weapons. 

257. Political Economy in Inter-American Affairs. (4) A descriptive and analytical 
study of the bilateral and multilateral political relations of the Latin American states 
and the United States, with particular reference to the economic interactions which 
influence them. 

259. The Arab-Israeli Confrontation. (4) An analysis of factors influencing the rela- 
tionship between Israel and its neighbors relative to fundamental aspects of United 
States, Israeli, Palestinian, and Arab state's policies. 

Political Philosophy 

270. Topics in Political Theory. (4) An intensive study of one or more major topics 
in contemporary political theory. 

271. Plato, Aristotle, and Classical Political Philosophy. (4) An examination of the 
nature and goals of the classical position, with attention to its origins in ancient 
Athens and its diffusion through Rome. Representative writers are Plato, Aristotle, 
and Cicero. 

272. Equality and Liberty. (4) The arguments for and against democracy and 
republicanism, majority rule, and the rights of man. Representative writers are 
Rousseau and Mill. 

273. Radical Critiques of Political Society. (4) Anarchist, socialist, and communist 
criticisms of and alternatives to existing political societies, with special attention 
to such problems as utopianism and alienation. Representative writers are Marx 
and Nietzsche. 

274. Noble Greeks and Romans. (4) A study of statesmanship in the speeches and 
actions of selected major figures. Theory manifested in practice. Representative 
writers are Shakespeare and Plutarch. 

275. Theory of the American Polity. (4) Critical examination of the nature of the 
American polity as expressed by its founders and leading statesmen. Representative 
writers are the Federalists, Lincoln, and Wilson. Does not meet theory distribution 
requirement for majors. 

276. Medieval Political Philosophy. (4) Philosophy and religion in cooperation and 
conflict. Emphasis on Christian writers with some attention to Muslim and Jewish. 
Representative writers are Aquinas, Dante, and Maimonides. 

278. Foundations of Modern Political Philosophy. (4) An examination of the essential 
writings of thinkers who broke with the past in an attempt to establish a more 



146 

"realistic" approach to the study of politics. Representative writers are Machiavelli, 
Hobbes, and Locke. 

279. Contemporary Political Theory. (4) An examination of representative twentieth 
century political thinkers such as Arendt, Dewey, Foucault, Rawls, and Weber. 

Honors and Individual Study 

284. Honors Study. (2) Directed study and research in preparation for a major paper 
on a subject of special interest to the student. Taken in the fall semester of the senior 
year by all candidates for departmental honors. 

285. Honors Study. (3) Directed study toward completion of the project begun in 
Politics 284 and to the writing and defense of an honors paper. Taken in the spring 
semester of the senior year by all candidates for departmental honors. P— Politics 284. 

287. Individual Study. (2, 3, or 4) Internships, work/study projects, and other 
individual study programs. 

Seminars 

291. Seminar in American Politics. (4) Readings, research, and independent study 
on selected topics. P— Permission of instructor. 

292. Seminar in Comparative Politics. (4) Readings, research, and independent 
study on selected topics. P— Permission of instructor. 

293. Seminar in International Politics. (4) Readings, research, and independent 
study on selected topics. P— Permission of instructor. 

294. Seminar in Political Philosophy. (4) Readings, research, and independent study 
on selected topics. P— Permission of instructor. 

Psychology 

John E. Williams, Chairman 

Professors Robert C. Beck, Robert H. Dufort, Charles L. Richman, 

John E. Williams 

Associate Professors Deborah L. Best, David W. Catron, Maxine L. Clark, 

Philippe R. Falkenberg, David Allen Hills, Cecilia H. Solano 

Assistant Professor Mark R. Leary 

Visiting Assistant Professor Susan R. Leonard 

Adjunct Associate Professor Frank B. Wood 

Adjunct Assistant Professor C. Drew Edwards 

Lecturer Brian M. Austin 

Adjunct Instructors Catherine A. Jourdan, Marianne A. Schubert 

Psychology 151 is prerequisite to all courses of a higher number. Courses numbered 
below 151 do not count toward Division IV requirements or toward the major in 
psychology. Psychology 211, or special permission of the instructor, is prerequisite 
for all 300-level courses except 313, 335, 344, 358, and 367. 



147 

It is recommended that students who are considering psychology as a major take 
Psychology 151 in their freshman year and Psychology 211 in the fall of their 
sophomore year. An average of C or higher in psychology courses is required at 
the time the major is elected. The major in psychology requires the completion of 
a minimum of forty credits in psychology including 151, 211, 212, and 313. In addi- 
tion, the major student must complete at least one course from each of the follow- 
ing groups: 320, 326, 329, 331, and 333; 341, 351, 355, and 362. No more than forty- 
eight psychology credits may be counted toward the graduation requirements. 

The minor in psychology requires twenty credits in psychology, distributed as 
follows: 151 (four credits); 211 (five credits); at least one of the following courses: 
320, 326, 329, 331, 333 (four credits each); and seven additional credits in courses 
numbered 200 or above. 

Highly qualified majors are invited by the department to participate in the honors 
program in psychology. To be graduated with the designation "Honors in 
Psychology," the student must complete satisfactorily a special sequence of courses 
(381, 383) and pass an oral or written examination. In addition, the honors student 
normally has a non-credit research apprenticeship with a faculty member. For more 
detailed information members of the departmental faculty should be consulted. 

100. Learning to Learn. (2, 3, or 4) A workshop to help people improve their learn- 
ing skills through the application of basic principles of learning, remembering, and 
so forth. Students at all levels welcomed. No prerequisite. Pass/Fail only. 

102. Exploration of Career Planning. (2, 3, or 4) Examination of educational/voca- 
tional planning as a personal process, based on knowledge of self and the work 
world. No prerequisite. 

151. Introductory Psychology. (4) A systematic survey of psychology as the scien- 
tific study of behavior. Prerequisite to all courses of a higher number. 

211, 212. Research Methods in Psychology. (5, 5) Introduction to the design and 
statistical analysis of psychological research. Lab— twice weekly. P— Psychology 151. 

239. Altered States of Consciousness. (4) Examination of altered states of con- 
sciousness with special reference to sleep and dreams, meditation, hypnosis, and 
drugs. P— Psychology 151. 

241. Developmental Psychology. (4) Survey of physical, emotional, cognitive, and 
social development in humans from conception to death. P— Psychology 151. 

245. Survey of Abnormal Behavior. (4) Study of problem behaviors such as depres- 
sion, alcoholism, antisocial personality, the schizophrenias, and pathogenic per- 
sonality patterns, with emphasis on causes, prevention, and the relationships of 
these disorders to normal lifestyles. P— Psychology 151. 

250. Psychology Abroad. (4) The study of psychology in foreign countries. Con- 
tent and travel plans vary from year to year depending upon interests of faculty 
and students. Usually offered in summer. P— Psychology 151. 

255. Theories of Personality. (4) A comparative study of classical and contemporary 
theories of human personality. P— Psychology 151. 



148 

260. Social Psychology. (4) A survey of the field, including theories of social behavior, 
interpersonal attraction, attitudes and attitude change, and group behavior P— 
Psychology 151. 

265. Human Sexuality. (4) An exploration of the psychological and physiological 
aspects of human sexuality, with attention to sexual mores, sexual deviances, sexual 
dysfunction, and sex-related roles. P— Psychology 151. 

268. Psychology of Business and Industry. (4) Psychological principles and methods 
applied to problems commonly encountered in business and industry. P— Psychology 
151. 

270. Topics in Psychology. (1, 2, or 3) The student selects from among a group of 
short one-credit courses dealing with topics of special interest. The courses meet 
sequentially, not concurrently, and options are offered in each portion of the semester. 
P— Psychology 151. 

270A Aggression 270K Psychology and Politics 

270D Brain/Behavior Relations 270L Sex Stereotypes and Roles 

270E Emotion 270M The Gifted and Creative Person 

270H Intelligence 270N Liking and Loving Relationships 

2701 Race and Young Children 270P Animal Flying Behavior 

270J Memory 

280. Directed Study. (1-4) Student research performed under faculty supervision. 
P— Psychology 151 and approval of faculty member prior to registration. 

313. History and Systems of Psychology. (4) The development of psychological 
thought and research from ancient Greece to present trends, with emphasis on 
intensive examination of original sources. P— Psychology 151. 

320. Physiological Psychology. (4) Neurophysiological and neuroanatomical explana- 
tions of behavior. P— Psychology 211 or permission of instructor. 

323. Animal Behavior. (4) A survey of laboratory and field research on animal 
behavior. This course may count as biology or psychology but not both; choice to 
be determined at registration. P— Permission of instructor. 

326. Learning Theory and Research. (4) Survey of concepts and research in learn- 
ing, with particular emphasis on recent developments. P— Psychology 211. 

329. Perception. (4) Survey of theory and research findings on various sensory 
systems (vision, hearing, touch, taste). P— Psychology 211. 

331. Cognition. (4) Current theory and research in cognitive processes. Emphasis 
on memory, attention, visual and auditory information processing, concept iden- 
tification/formation, and language. P— Psychology 211. 

333. Motivation of Behavior. (4) Survey of basic motivational concepts and related 
evidence. P— Psychology 211. 

335. Fundamentals of Human Motivation. (4) Description and analysis of some 
fundamental motivational phenomena, with special reference to human problems; 



149 

includes reward and punishment, conflict anxiety, affection, needs for achievement 
and power, aggression, creativity, and curiosity. P— Psychology 151. 

341. Research in Child Development. (4) Methodological issues and selected research 
in child development. Research projects required. P — Psychology 211. 

342. Current Issues in Developmental Psychology. (4) Intensive examination of 
selected theoretical or research issues in this area. P— Psychology 211 and 341. 

344. Abnormal Psychology. (4) Descriptive analysis of the major types of abnor- 
mal behavior with attention to organic, psychological, and cultural causes and major 
modes of therapy. Offered in the summer. P— Psychology 151. 

346. Psychological Disorders of Childhood. (4) Survey of problems including con- 
duct disorders, attention deficits disorders, depression, and autism. Emphasis on 
causes, prevention, treatment, and the relationships of disorders to normal child 
development and family life. P— Psychology 245 or 344 or permission of instructor. 

351. Personality Research. (4) The application of a variety of research procedures 
to the study of human personality. Research projects required. P— Psychology 211. 

355. Research in Social Psychology. (4) Methodological issues and selected research 
in the study of the human as a social animal. Research projects required. P— 
Psychology 211. 

357. Cross-Cultural Psychology. (4) An examination of differences in psychological 
processes (e.g., attitudes, perception, mental health, organizational behavior) 
associated with cultural variation. P— Psychology 151. 

358. Psychology of Woman. (4) Intensive study of the behavior of women and its 
personal application, including consideration of biological, social, and motivational 
factors. P— Psychology 151. 

361. Operant Conditioning and Behavior Modification. (4) Principles, theory, and 
experimental research in operant learning, with applications to the modification 
of behavior in various populations and situations. P— Psychology 211. 

362. Psychological Tests and Measurements. (4) Theory and application of 
psychological assessment procedures in the areas of intelligence, aptitude, voca- 
tional interest, and personality. P— Psychology 211. 

363. Survey of Clinical Psychology. (4) An overview of the field of clinical 
psychology. P— Psychology 245 and senior standing or permission of instructor. 

367. Effectiveness in Parent/Child Relations. (4) A survey of popular approaches 
to child-rearing, with examination of the research literature on parent/child interaction 
and actual training in parental skills. P— Psychology 151. 

369. Contemporary Applications of Psychology. (4) Supervised field experience in 
applied psychology. P— Psychology 151 and permission of instructor. 

378. Instrumentation for Psychological Research. (2-4) Lecture/demonstration 
presentation of electrical and mechanical equipment, followed by practical applica- 



150 



tion in small group project work. Assumes no prior knowledge of electricity or con- 
struction. P— Permission of instructor. 

381. Honors Seminar. (3) Seminar on selected problems in psychology. Intended 
primarily for students in the departmental honors program. P— Psychology 211 and 
permission of instructor. 

383. Honors Research. (3) Seminar in selected issues in research design, followed 
by independent empirical research under the supervision of a member of the depart- 
mental faculty. P— Psychology 211 and permission of instructor. 

392. Contemporary Problems in Psychology. (4) Seminar treatment of current theory 
and research in several "frontier" areas of psychology. Principally for senior majors 
planning to attend graduate school. P— Psychology 211 and senior standing. 

Religion 

Carlton T. Mitchell, Chairman 

Professors John William Angell, George McLeod Bryan, Emmett Willard Hamrick, 

James A. Martin, Carlton T. Mitchell, Charles H. Talbert 

Associate Professors John E. Collins, Fred L. Horton Jr., Ralph C. Wood Jr. 

Adjunct Associate Professor Thomas E. Dougherty Jr. 

Assistant Professor Stephen B. Boyd 

Instructors Sharyn E. Dowd, John D. Sykes Jr. 

The department offers courses designed to give every student an opportunity to 
acquire at least an introduction to the life, literature, and most important movements 
in the field of religion. It also seeks to give students preparing for specialized service 
as religious education directors, ministers, and missionaries the foundational courses 
needed for further study. 

A course in religion is required for all degrees. Any 100 level course offered by 
the department is accepted to meet the Division III requirement. 

A major in religion requires a minimum of thirty-two credits, at least half of which 
must be in courses above the 100 level. 

A minor in religion requires twenty credits, eight of which must be above the 
100 level. The required courses may include one pass/fail course if the course is 
offered on the pass/fail basis only. The department will provide advisers for students 
electing the minor in religion. 

Pre-ministerial students are advised to include in their program of study, in 
addition to courses in religion, courses in psychology, ancient history, public speak- 
ing, and two languages (Greek or Latin and German or French). 

Highly qualified majors are invited by the department to apply for admission to 
the honors program in religion. To be graduated with the designation "Honors in 
Religion," they must apply to the chairman of the department for admission to the 
honors program, normally by February of the junior year. Upon completion of all 
the requirements the candidate is graduated with "Honors in Religion." For addi- 
tional information members of the departmental faculty should be consulted. 

111. Introduction to the Old Testament. (4) A survey of the Old Testament 



151 

designed to introduce the student to the history, literature, and religion of the ancient 
Hebrews. 

112. Introduction to the New Testament. (4) A survey of the literature of the New 
Testament in the context of early Christian history. 

120. Introduction to the Bible. (4) A consideration of prominent themes found in 
the Old and New Testaments. 

131. Basic Christian Ethics. (4) The Biblical and theological foundation of the 
Christian ethic and its expression in selected contemporary problems. 

161. World Religions. (4) The place of religion in life and the origin, nature, and 
accomplishments of the living religions of the world, studied from the historical 
point of view. 

164. History of Christianity to the Reformation. (4) A survey of the history of the 
Christian Church from its origins to the Reformation. 

165. History of Christianity in Modern Times. (4) A survey of the history of the 
Christian Church from the Reformation to the present. 

166. American Religious Life. (4) A study of the history, organization, worship, 
and beliefs of American religious bodies, with particular attention to cultural factors. 

171, 172. Meaning and Value in Western Thought. (4, 4) A critical survey of religion 
and philosophy in the Western world from antiquity to modern times. Either Religion 
171 or 172 satisfies the philosophy or religion requirement; both 171 and 172 satisfy 
both the philosophy and religion requirements; choice determined at registration. 

177. Faith and Imagination. (4) A study of modern writers, including C. S. Lewis 
and J. R. R. Tolkien, who seek to retell the Christian story in imaginative terms. 

209. The Pre-exilic Prophets. (2) A study of the background, personal characteristics, 
function, message, and permanent contribution of the prophets from Samuel 
through Jeremiah. 

210. The Post-exilic Prophets. (2) A study of the background, personal characteristics, 
function, message, and permanent contribution of the prophets from Ezekiel to the 
end of the Old Testament era. 

212. The Wisdom Literature. (2) An introduction to the Wisdom Literature of the 
Old Testament, with special attention to Proverbs. 

213. Introduction to Palestinian Archeology. (2) A survey of twentieth century 
archeology in Palestine, with attention to its importance for Biblical studies. 

215. Visions of the End: Jewish and Christian Apocalyptic. (4) Reading and study 
of Biblical and non-Biblical apocalyptic texts. 

217. Old Testament Apocrypha. (2) Reading of the books of the Apocrypha, with 
special attention to their origin and significance, and with a consideration of the 
ambivalence of Judaism and Christianity toward this literature. 

218. Seminar in the Mediterranean World. (4) Travel and study in such countries 
as Greece, Italy, Turkey, Egypt, Lebanon, Syria, and Israel. 



152 

236. Church and Community. (4) An examination of the basic needs and trends 
of the contemporary community, especially the rural and suburban, in the light 
of the Christian norms for "the good community." 

237. Black Religion and Black Churches in America. (4) Survey of literature on 
these themes with an examination of the historical background and special atten- 
tion to the contemporary area. 

238. Religion and Science. (4) An analysis of the relationship between science and 
religion in world culture. 

240. Principles of Religious Education. (4) A study of the theory and practice of 
religious education, with emphasis on the basic foundations in religion and 
education. 

261. Judaism in the First Three Centuries of the Common Era. (4) A study of the 
development of Rabbinic Judaism out of the sects and movements of first century 
Judaism. 

262. Contemporary Judaism. (2) A survey of Judaism today, including a study of 
some major religious, political, and literary figures. 

266. Religious Sects and Cults. (4) An examination of certain religious sects in 
America, including such groups as Jehovah's Witnesses, communal groups, and 
contemporary movements. 

267. The Baptists. (2) A survey of Baptist history, thought, and polity, including 
an examination of various Baptist groups and a study of important controversies. 

270. Theology and Modern Literature. (4) An introduction to such modern 
theologians as Karl Barth and Reinhold Niebuhr, and to literary figures who share 
their concerns, including Flannery O'Connor and Walker Percy. 

273. Studies in Ecumenical Theology. (4) A study of various images and models 
of the church, their interrelationships and implication for ecumenism. 

274. An Introduction to Christian Theology. (4) A study of the ground, structure, 
and content of Christian belief. 

276. The Problem of Evil from Job to Shakespeare. (4) A comparative analysis of 
the source and remedy of evil in Job, Aeschylus, Sophocles, Plato, Dante, and 
Shakespeare. 

277. Christian Literary Classics. (4) A study of Christian texts which are master- 
pieces of literature as well as faith, including works by Augustine, Dante, Pascal, 
Bunyan, Milton, and Newman. 

282. Honors in Religion. (4) A conference course including directed reading and 
the writing of a research project. 

286, 287. Directed Reading. (1-4, 1-4) A project in an area of study not otherwise 
available in the department, permitted upon departmental approval of a petition 
presented by a qualified student. 

292. Teaching Religion. (4) A study of the teaching of religion in church, school, 
and community. 



153 

300. Meaning of Religion. (4) A phenomenological study of different ways of defin- 
ing religion, including the views of representative philosophers, psychologists, 
sociologists, anthropologists, theologians, and historians of religion. 

301. Myth. (4) A study of the approaches to the interpretation of myth, with a focus 
on the meaning and values implicit in the myths of contemporary culture. 

302. Studies in Mysticism (2, 4) A student may choose to study mysticism as an 
independent phenomenon or to study mysticism in dialogue with the theories of 
contemporary science. 

302 (a) Phenomenology of Mysticism 
302 (b) Mysticism and Psychology 

311. Poetic Literature of the Hebrew Bible. (2, 4) A study of Hebrew poetry in 
English translation with special attention to its types, its literary and rhetorical 
characteristics, and its importance for our understanding of the religion and culture 
of ancient Israel. (The first half of the course may be taken for two credits and is 
a prerequisite for the second half.) 

314. Ancient Israel and her Neighbors. (2) A study of ancient Near Eastern ar- 
cheology with special emphasis on Israel's relationships with surrounding peoples. 

315, 316. Field Research in Biblical Archeology. (4, 4) A study of the religion and 
culture of the ancient Near East through the excavation and interpretation of an 
ancient site. 

320. Jesus and the Synoptic Gospels. (4) A study of Jesus' proclamation and activity 
in light of modern critical research on the Gospels. 

321. The Quest for the Historical Jesus. (4) An investigation of the possibility and 
relevance of historical knowledge about Jesus through a consideration of the seminal 
"Lives of Jesus" since the eighteenth century. 

322. The General Epistles. (4) An exegetical study of two or more of the general 
Epistles, with emphasis on the setting of the epistles in the life of the Early Church. 

326. Early Christian Theologians: Paul. (4) An introduction to the Pauline inter- 
pretation of Christianity and its place in the life of the Early Church. 

327. Early Christian Theologians: The Fourth Evangelist. (4) An examination of 
the Johannine interpretation of Jesus and the Christian faith. 

328. The New Testament and Ethics. (4) A study of selected ethical issues in the 
New Testament within the context of Mediterranean culture. 

332. Religion and the Social Crisis. (4) An interdisciplinary approach to the study 
of society today, with particular attention to views of human nature and social 
institutions as reflected in religion, the social sciences, and related disciplines. 

334. Christian Ethics and Contemporary Culture. (4) A study of the encounter 
between the Christian ethic and the value systems implicit in the social areas such 
as economics, politics, race, and sex. 

(a) Bio-medical Decisions (b) Feminist Theology 



154 

346. Theological Foundations of Religious Education. (4) A study of theological 
methodology, theories of learning, and philosophies of education in terms of their 
implications for religious education, 

350. Psychology of Religion. (4) An examination of the psychological elements in 
the origin, development, and expression of religious experience. 

354. Religious Development of the Individual. (4) A study of growth and develop- 
ment through childhood and adolesence to adulthood, with emphasis on the role 
of the home and the church in religious education. 

355. Theology of Pastoral Care and Counseling. (4) A study of the relationship 
between theology and the purpose, theories, and methods of pastoral care. P— 
Permission of instructor. 

360. Hinduism. (4) A study of the fundamental features of the Hindu tradition. 

361. Buddhism. (4) A study of the Buddhist tradition, its fundamental features, 
and its impact on the culture of Asia. 

362. Zen Buddhism. (4) The history and teaching of Zen. 

363. Hellenistic Religions. (4) Consideration of available source materials, ques- 
tions of method, and bibliography related to such Hellenistic religions as the 
mysteries, Hellenistic Judaism, and Gnosticism. 

364. Islam. (4) A study of the fundamental concepts of Islamic thought and the 
historical context of its development. Both ancient and contemporary impact of the 
teachings of Islam considered. 

365. History of Religions in America. (4) A study of American religions from 
colonial times until the present. 

367. The Mystics of the Church. (4) A historical study of the lives and thought of 
selected Christian mystics with special attention to their religious experience. 

368. The Protestant and Catholic Reformations. (4) A study of the origin and develop- 
ment of Reformation theology and ecclesiology. 

369. Radical Christian Movements. (4) A study of selected radical movements in 
the Christian tradition and their relation to contemporary issues. 

372. History of Christian Thought. (2, 4) A study of the history of Christian thought, 
beginning with its Hebraic and Greek backgrounds and tracing its rise and develop- 
ment to modern times. The course may be divided into halves for two credits each. 
372 (a) Patristic Thought 
372 (b) Medieval and Reformation Thought 

374. Contemporary Christian Thought. (4) An examination of the major issues and 
personalities in modern theology. 

375. Major Themes in Catholic Theology. (4) A detailed examination of the central 
themes of Christian theology through the study of major Roman Catholic 
theologians. 

376. The Origins of Existentialism. (4) A study of the principal nineteenth century 



155 



figures who form the background for twentieth century existentialism: Goethe, 
Kierkegaard, Nietzsche, Dostoevsky, and Tolstoy. 

378. Aesthetics and Religion. (2-3) An examination of aesthetic and religious theories 
of selected thinkers, noting what the arts and religion have in common as modes 
of perception and expression. 

Hebrew 

111, 112. Elementary Hebrew. (4, 4) A course for beginners in the classical Hebrew 
of the Bible, with emphasis on the principles of Hebrew grammar and the reading 
of Biblical texts. Both semesters must be completed. 

153. Intermediate Hebrew. (4) Intensive work in Hebrew grammar and syntax 
based upon the readings of selected texts. Readings emphasize post-Biblical Hebrew. 
P— Hebrew 111, 112, or the equivalent. 

211. Hebrew Literature. (4) The reading and discussion of significant Biblical Hebrew 
texts. P— Hebrew 153. 

212. Hebrew Literature II. (4) The reading and discussion of significant Biblical and 
post-Biblical texts. Offered on demand. P— Hebrew 153. 

301. Introduction to Semitic Languages. (4) A study of the history and structure 
of four languages from the Hamito-Semitic family. 



Romance Languages 

Kathleen M. Glenn, Chairwoman 

Professors Shasta M. Bryant, Kathleen M. Glenn, John E. Parker Jr., 

Mary Frances Robinson, Anne S. Tillett 

Associate Professors Doranne Fenoaltea, Milorad R. Margitic, 

Gregorio C. Martin, Candelas M. Newton 

Assistant Professors Margaret Snook, Byron R. Wells 

Visiting Assistant Professors Sarah Barbour, Susan Linker, 

David A. Petreman, Kari Weil 

Lecturers Bianca Artom, Kikuko T. Imamura, 

Matthew P. Murray, Eva Marie Rodtwitt 

Instructors Barbara Clark, Mary Frye, Joyce Loland, Susan Mraz 

Sheryl Postman, Jennifer Sault, Anna-Vera Sullam (Venice) 

The major in French requires a minimum of thirty-six credits above French 153. 
French 216, 217, 219, 221, or their equivalents are required, as are four additional 
literature courses. History 321 and 322 are recommended. An average of at least 
C must be earned in all courses taken in the major. 

The minor in French language and culture requires twenty credits in French above 
French 153. It includes French 219, 221, 224, or their equivalents. The minor in French 
literature requires twenty credits in French literature above French 153. 

The major in Spanish requires a minimum of thirty-six credits above Spanish 153. 



156 

Spanish 217, 218, 219, 221, 223, 224, 230, and 232, or their equivalents, are required. 
Spanish 181, 1829, and 187 may not count toward the major. An average of at least 
C must be earned in all courses taken in the major. 

The minor in Spanish language and culture requires twenty credits in Spanish 
above Spanish 153. It includes 217 or 218, plus 219, 221, 223, and 224. The minor 
in Hispanic literature requires twenty credits in Spanish above Spanish 153. It 
includes 217 or 218, plus 230, 232, and two additional advanced courses in literature. 
For both Spanish minors, with departmental approval, equivalent courses may be 
selected from the programs in Salamanca or Bogota, and certain other substitutions 
may be made. 

A joint major is offered in French and Spanish, consisting of fifty-six credits in 
the two languages and literatures, excluding elementary language. Required courses 
for this major are French 153x, 216, 217, 219, 221, and 224; Spanish 153x, either 217 
or 218, 219, 221, either 223 or 224, 230, and 232. Equivalents may be substituted. 
An average of at least C must be earned in all courses taken in the major. 

All majors are strongly urged to take advantage of the department's study abroad 
programs and to live for at least a semester at the French House or the Spanish 
House, foreign language residence centers for students of French and Spanish. 

Highly qualified majors are invited by the department to apply for admission to 
the honors program in French or Spanish. To be graduated with the designation 
"Honors in Romance Languages," a candidate must complete French or Spanish 
280 and 281 and pass a comprehensive written and oral examination. The oral 
examination may be conducted, at least in part, in the major language. For addi- 
tional information members of the departmental faculty should be consulted. 



French 

111, 112. Elementary French. (4, 4) A course for beginners, covering the principles 
of French grammar and emphasizing speaking, writing, and the reading of elemen- 
tary texts. Lab required. 

113. Intensive Elementary French. (5) A one-semester course covering the elements 
of grammar and skills presented in French 111, 112. Intended for students whose 
preparation for French 153 is inadequate. Not open to students who have received 
credit for French 112. Lab required. 

153. Intermediate French. (5) A review of grammar and composition with practice 
in conversation. Reading of selected texts. Lab required. P— French 112, 113, or two 
years of high school French and placement. 

153x. Intermediate French. (4) Open to students by placement or permission. Lab 
required. 

164. A Classic in Comedy. (2 or 4) Participants plan and present a production of 
a French comedy. The play is rehearsed and performed in French; students are 
involved in all aspects of production. For four credits, students also read and discuss 
other dramatic works. Course may be repeated for credit, but only four credits may 
be counted toward the major. P— Permission of instructor. 



157 

181. Swiss French Civilization. (4) The course is designed to acquaint the student 
with the Swiss people and their civilization through living for a few weeks with 
families. Visits are made to points of cultural interest, historical, literary, and artistic. 
A journal and a paper describing in detail some aspect of Swiss French civilization, 
both in French, are required. Usually offered in the summer. 

185. Paris, Cultural Center of France. (4) A study of Paris monuments on location 
to explore the development of the city as capital and cultural center of France. No 
prerequisites. Usually offered in the summer. 

199. French Individual Study. (2-4) P— Permission of the department. 

213. Masterpieces of French Literature. I. (4) Reading of selected texts in French. 
Particular periods, genres, and authors may vary from section to section. Parallel 
reading and reports. Only one course in masterpieces may count toward the major 
or minor, but either may satisfy the basic or divisional requirement. P— French 153 
or equivalent. 

214. Masterpieces of French Literature II. (4) Reading of selected texts in French. 
Particular periods, genres, and authors may vary from section to section. Parallel 
reading and reports. Only one course in masterpieces may count toward the major 
or minor, but either may satisfy the basic or divisional requirement. P— French 153 
or equivalent. 

216. Survey of French Literature from the Middle Ages through the Eighteenth 
Century. (4) Study of selected texts, parallel reading, and study of trends and 
movements. P— French 153 or permission of instructor. 

217. Survey of French Literature of the Nineteenth and Twentieth Centuries. (4) 

Study of selected texts, parallel reading, and study of trends and movements. P— 
French 153 or permission of instructor. 

219. Composition and Review of Grammar. (4) A systematic review of the fundamen- 
tal principles of comparative grammar, with practical training in writing idiomatic 
French. Required for major. P— French 153 or equivalent. 

221. Conversation and Composition. (4) Practice in speaking and writing French, 
stressing correctness of sentence structure, phonetics, pronunciation, fluency, and 
vocabulary for everyday situations. Required for major. P— French 153 or equivalent. 

224. French Civilization. (4) An introduction to French culture and its historical 
development. Emphasis on intellectual, artistic, political, social, and economic life 
of France. P— French 221 or permission of instructor. 

227. History of French Civilization. (2) An introduction to the historical develop- 
ment of French culture, including consideration of its intellectual, artistic, and 
political heritage. P— French 221 or permission of instructor. 

228. Contemporary France. (2) A study of present-day France, including aspects 
of geography and consideration of social, political, and educational factors in French 
life today. P— French 221 or permission of instructor. 

229. Business French. (4) A study of French used in business procedures, emphasiz- 



158 

ing specialized vocabulary pertaining to business correspondence, corporate 
organization, banking, and governmental relations, with practice in translation and 
interpretations, oral and written. P— French 219 and 221 or permission of instructor. 

231. Medieval French Literature. (2-4) A survey of French literature of the Middle 
Ages with cultural and political backgrounds. Selected masterpieces in original form 
and modern transcription. P— French 216 or 217 or permission of instructor. 

233. Sixteenth Century French Literature. (4) The literature and thought of the 
Renaissance in France, with particular emphasis on the works of Rabelais, 
Montaigne, and the major poets of the age. P— French 216 or 217 or permission of 
instructor. 

241. Seventeenth Century French Literature. (4) A study of the outstanding writers 
of the Classical Age. P— French 216 or 217 or permission of instructor. 

242. Seminar in Seventeenth Century French Literature. (4) A study of selected 
topics of the period. Topics may vary from year to year. P— French 216 or 217 or 
permission of instructor. 

251. Eighteenth Century French Literature. (2-4) A survey of French literature of 
the eighteenth century with cultural and political backgrounds. P— French 216 or 
217 or permission of instructor. 

252. Seminar in Eighteenth Century French Literature. (2-4) Study of selected topics 
of the period. Topics vary from year to year. P— French 216 or 217 or permission 
of instructor. 

261. Nineteenth Century French Literature. (4) A study of French literature of the 
nineteenth century with cultural and political backgrounds. P— French 216 or 217 
or permission of instructor. 

262. Seminar in Nineteenth Century French Literature. (4) Study of selected topics 
of the period. Topics vary from year to year. P— French 216 or 217 or permission 
of instructor. 

263. Trends in French Poetry. (4) A study of the development of the poetic genre 
with analysis and interpretation of works from each period. P— French 216 or 217 
or permission of instructor. 

264. French Novel. (4) A broad survey of French prose fiction, with critical study 
of several masterpieces in the field. P— French 216 or 217 or permission of instructor. 

265. French Drama. (4) A study of the chief trends in French dramatic art, with 
reading and discussion of representative plays. P— French 216 or 217 or permission 
of instructor. 

271. Twentieth Century French Literature. (4) A study of general trends and 
representative works of the foremost prose writers, dramatists, and poets. P— French 
216 or 217 or permission of instructor. 

272. Seminar in Twentieth Century French Literature. (4) Study of selected topics 
of the period. Topics vary from year to year. P— French 216 or 217 or permission 
of instructor. 



159 

280. Directed Research. (2) Required for honors in French. 

281. Directed Study. (3, 4) Extensive reading and/or research to meet individual 
needs. Required for departmental honors. P— Permission of the department. 



Semester in France 

The department sponsors a semester in France in Dijon, the site of a well- 
established French university. Students go as a group in the fall semester, accom- 
panied by a departmental faculty member. 

No particular major is required for eligibility. However, a student (1) should be 
of junior standing and (2) should have taken as prerequisite French 221 or its 
equivalent or at least one French course beyond the intermediate level. 

Students are placed in language courses according to their level of ability in French, 
as ascertained by a test given at Dijon. Courses are taught by native French pro- 
fessors. The resident director supervises academic, residential, and extracurricular 
affairs and has general oversight of independent study projects. 

2232. Advanced Oral and Written French. (2-4) Study of grammar, composition, 
pronunciation, and phonetics, with extensive practice in oral and written French. 

2282. Contemporary France. (4) A study of present-day France, including aspects 
of geography and consideration of social, political, and educational factors in French 
life today. 

2292. French Civilization. (2-4) An introduction to French culture and its historical 
development. Field trips to museums and to points of historical and cultural 
significance in Paris and the French provinces. 

2402. Independent Study. (2-4) One of several fields; scholar's journal and research 
paper. Supervision by the director of the semester in France and evaluation by the 
department for which credit is granted. Work may be supplemented by lectures 
on the subject given at the Universite de Dijon Faculte des Lettres et Sciences 
Humaines. 

2752. French Literature. (2) Topics in the novel, theatre, and poetry of France, largely 
of the period since 1850. 

2762. Literary Pilgrimage. (2-4) Reading of selected French texts, with visits to sites 
having literary associations. A study of the relationship between milieux and works. 
Taught in French-speaking countries. 

Art 2712. Studies in French Art. (2) Lectures and field trips in French painting, 
sculpture, and architecture, concentrating on the eighteenth and nineteenth 
centuries. 

History 2262. The Golden Age of Burgundy. (2) Burgundian society, culture, and 
government in the reigns of Philip the Bold, John the Fearless, Philip the Good, 
and Charles the Rash, 1384-1477. 



160 

Spanish 

111, 112. Elementary Spanish. (4, 4) A course for beginners, covering grammar essen- 
tials and emphasizing speaking, writing, and the reading of elementary texts. Lab 
required. 

113. Intensive Elementary Spanish. (5) A one-semester course covering the elements 
of grammar and skills presented in Spanish 111, 112. Intended for students whose 
preparation for Spanish 153 is inadequate or who have demonstrated proficiency 
in another language. Not open to students who have received credit for Spanish 

112. Lab required. 

153. Intermediate Spanish. (5) A review of grammar and composition with prac- 
tice in conversation. Reading of selected texts. P— Spanish 112 or 113 or two years 
of high school Spanish or equivalent. Lab required. 

153x. Intermediate Spanish. (4) Open by placement or permission. Lab required. 

162. A Panorama of Drama. (2-4) A brief sampling of Spanish drama from its early 
period to the contemporary theatre, studying in Spanish representative works from 
each major period. Approximately six plays. The class selects one play to present 
in Spanish, with students having directing and acting responsibilities. 

181. Colombia: Study Tour of Bucaramanga, Cali, and Medellin. (4) Travel in 
Colombia and residence in one of its major cities in homes of private families for 
a period of three weeks. Students receive instruction in spoken Spanish and in 
Colombian literature and anthropology and political, social, or economic history. 
Does not count toward the major. Usually offered in the summer. 

187. Culture and Language. (4) A study of Spanish culture and language, tailored 
to various levels of student ability. Taught only in the Spanish-speaking world. Does 
not count toward the major. Usually offered in the summer. 

199. Individual Study. (2-4) P— Permission of the department. 

214. Introduction to Hispanic Literature. (4) Selected readings in Spanish and 
Spanish American literature. Designed as a substitute for either Spanish 215 or 216. 
Offered in the summer. P— Spanish 153 or equivalent. 

215. Major Spanish Writers. (4) Reading of selected texts. No student allowed credit 
for both 215 and 217. P— Spanish 153 or equivalent. 

216. Major Spanish American Writers. (4) Reading of selected texts. No student 
allowed credit for both 216 and 218. P— Spanish 153 or equivalent. 

217. Masterpieces of Spanish Literature, (4) Study of selected texts, trends, and 
movements. Intended for students interested in continuing Spanish beyond the basic 
requirement. No student allowed credit for both 215 and 217. P— Spanish 153 or per- 
mission of instructor. 

218. Masterpieces of Spanish American Literature. (2) Study of selected texts, trends, 
and movements. Intended for students interested in continuing Spanish beyond 
the basic requirement. No student allowed credit for both 216 and 218. P— Spanish 
153 or permission of instructor. 



161 

219. Advanced Grammar and Composition. (4) A systematic review of the fun- 
damental principles of comparative grammar, with practical training in writing 
idiomatic Spanish. Lab required. P— Spanish 153 or equivalent. 

221. Conversation and Composition. (4) Practice in speaking and writing Spanish, 
stressing correctness of sentence structure, phonetics, pronunciation, fluency, and 
vocabulary of everyday situations. Lab required. P— Spanish 153 or equivalent. 

222. Spanish Phonology. (4) An introduction to Spanish linguistics through a 
systematic analysis of the phonemes and allophones of spoken Spanish. Standard 
pronunciation as well as dialectal variations will be stressed. P— Spanish 219 and 
221 or permission of instructor. 

223. Latin American Civilization. (4) The culture and its historical development; 
emphasis on intellectual, artistic, political, social, and economic life. P— Spanish 
215 or 216 or 217 or 218. 

224. Spanish Civilization. (4) The culture and its historical development; emphasis 
on intellectual, artistic, political, social, and economic life. P— Spanish 215 or 216 
or 217 or 218. 

225. Survey of Spanish Literature from the Middle Ages through the Seventeenth 
Century. (4) Extensive reading and study of trends and influences. P— Spanish 215 
or 216 or 217 or 218. 

226. Survey of Spanish Literature from the Eighteenth Century to the Present. (4) 

Extensive reading and study of trends and movements. P— Spanish 215 or 216 or 
217 or 218. 

229. Commercial, Official, and Social Correspondence. (4) Instruction in the special 
vocabularies, formats, and styles required in written and telegraphic communica- 
tions. Students write in Spanish communications appropriate to each type of 
correspondence. P— Spanish 219 and 221 or permission of instructor. 

230. Spanish American Literature. (4) Extensive reading and study of works from 
the colonial through the contemporary periods, with emphasis on the late nine- 
teenth and twentieth centuries. P— Spanish 217 or 218 or permission of instructor. 

231. Medieval and Pre-Renaissance Spanish Literature. (4) Study of the major 
literary works of the Middle Ages and pre-Renaissance. P— Spanish 217 or 218 or 
permission of instructor. 

232. Sixteenth and Seventeenth Century Spanish Literature. (4) Study of the major 
literary works of the Golden Age. P— Spanish 217 or 218 or permission of instructor. 

233. Eighteenth, Nineteenth, and Twentieth Century Spanish Literature. (4) Study 
of the major literary works of the last three centuries. P— Spanish 217 or 218 or 
permission of instructor. 

234. Spanish Prose Fiction before Cervantes. (4) A study of several types of prose 
fiction, such as the sentimental, chivalric, pastoral, Moorish, and picaresque novels, 
prior to 1605. P— Spanish 217 or 218 or permission of instructor. 

241. Golden Age Drama. (4) A study of the major dramatic works of Lope de Vega, 



162 

Calderon de la Barca, Tirso de Molina, Ruiz de Alarcon, and others. P— Spanish 

217 or 218 or permission of instructor. 

243. Cervantes. (4) Intensive study of the life and works of Cervantes, with special 
attention on the Quixote and the novelas ejemplares. P— Spanish 217 or 218 or 
permission of instructor. 

244. Seminar in Cervantes. (2-4) A study of special aspects of Cervantes' works, 
such as the novelas ejemplares and his dramatic works. P— Spanish 217 or 218 or 
permission of instructor. 

252. Seminar in Hispanic Poetry. (2-4) A study of selected topics, such as gongorismo, 
the romancero, and the Generation of 1927 P— Spanish 217 or 218 or permission of 
instructor. 

261. Nineteenth Century Spanish Novel. (4) A study of the novels of Valera, Pereda, 
Galdos, Pardo Bazan, Blasco Ibahez, and their contemporaries. P— Spanish 217 or 

218 or permission of instructor. 

264. Spanish American Short Story. (4) Intensive study of the twentieth century 
Spanish American short story with emphasis on major trends and representative 
authors, such as Quiroga, Rulfo, Borges, Cortazar, Donoso, Garcia Marquez. P— 
Spanish 217 or 218 or permission of instructor. 

265. Spanish American Novel. (4) A study of the novel in Spanish America from 
its beginning through the contemporary period. P— Spanish 217 or 218 or permission 
of instructor. 

266. Seminar in Spanish American Novel. (4) A study of one of more categories 
of Spanish American novels, such as romantic, idianista, realistic, gauchesca, and 
social protest. P— Spanish 217 or 218 or permission of instructor. 

269. Nineteenth Century Spanish Drama. (4) A study of the principal dramatic 
works from neoclassicism to the end of the century. P— Spanish 217 or 218 or 
permission of instructor. 

271. Modern Spanish Drama. (4) A study of the principal dramatic works from the 
end of the nienteenth century through the contemporary period. P— Spanish 217 
or 218 or permission of instructor. 

273. Modern Spanish Novel. (4) A study of representative Spanish novels from the 
Generation of 1898 through the contemporary period. P— Spanish 217 or 218 or 
permission of instructor. 

274. Seminar in Modern Spanish Literature. (2 or 4) An analysis of selected con- 
temporary works representative of the novel, poetry, theatre, and essay. P— Spanish 
217 or 218 or permission of instructor. 

275. Special Topics. (2-4) Selected special topics in Spanish or Spanish American 
literature, such as the Spanish Romancero or the contemporary Spanish American 
novel. Offered at irregular intervals. 

280. Directed Research. (2) Required for honors in Spanish. 



163 

281. Directed Study. (3-4) Extensive reading and/or research, to meet individual 
needs. Required for departmental honors. P— Permission of the department. 

Semester in Spain 

The department offers a semester in Spain at Salamanca, the site of a well- 
established Spanish university. Students go as a group in the spring semester, ac- 
companied by a professor from the College. 

No particular major is required for eligibility. However, students (1) should be 
of junior standing, (2) should have completed Spanish 221, and (3) should be ap- 
proved by both their major department and the department of Romance languages. 
At least one semester's residence in the Spanish House is strongly recommended. 

1829. Introduction to Spain. (2-4) Familiarization with the Spanish people, Spanish 
culture, and daily life in Spain. Classes in conversational and idiomatic Spanish, 
excursions to points of historical and artistic interest, and lectures on selected topics. 

2019. Intensive Spanish. (2) Intensive study and practice of the oral and written 
language. P— Permission of instructor. 

2029. Advanced Spanish. (2) Study of grammar, composition, and pronunciation, 
with extensive practice of the written and oral language. 

2049. Spanish Phonetics and Phonology. (4) Theory and practical application of 
the elements involved in speaking correct Spanish. 

2059. History of the Spanish Language. (4) Evolution and historical development 
of the Spanish language, including regional dialects and present-day variations in 
the spoken and written form. 

2259. Survey of Spanish Literature from the Middle Ages through the Seventeenth 
Century. (4) Extensive reading and study of trends and influences. 

2279. Spanish American Literature. (4) Extensive reading and study of works from 
the colonial through the contemporary periods, with emphasis on the late nine- 
teenth and twentieth centuries. 

2419. Spanish Literature of the Golden Age. (4) A survey of the most important 
authors and genres of the Golden Age, with particular emphasis on the novel and 
the drama. 

2759. Contemporary Spanish Literature. (4) A study of general trends and represen- 
tative works of selected prose writers, dramatists, and poets from the modern period. 

Sociology 2029. Social-Political Structures of Present-Day Spain. (4) A study of 
the various social and political elements which affect the modern Spanish state. 

History 2019. General History of Spain. (4) History of Spain from the pre-Roman 
period to the present day. 

Art 2029. Spanish Art and Architecture. (4) A study of the development and 
uniqueness of Spanish art and architecture within the framework of Mediterranean 
and Western art in general. 



164 



Chinese* 



111, 112. Elementary Chinese. (4, 4) Emphasis on the development of listening and 
speaking skills in Mandarin. Brief introduction to the writing system. Basic sentence 
patterns covered. Lab required. 

199. Individual Study. (2-4) P— Permission of the department. 

Hindi* 

111, 112. Elementary Hindi. (4, 4) Attention given mainly to basic Hindi grammar, 
vocabulary building, simple composition, and conversation. Lab required. 

153. Intermediate Hindi. (4) Advanced practice in Hindi composition and conver- 
sation and introduction to literary Hindi. Lab required. P— Hindi 111, 112, or the 
equivalent. 

211. Hindi Literature. (4) Reading and translation of selected texts in prose and 
poetry and journalistic Hindi. Lab required. P— Hindi 153. 

Italian 

111, 112. Elementary Italian. (4, 4) A course for beginners, covering grammar essen- 
tials and emphasizing speaking, writing, and the reading of elementary texts. Lab 
required. 

113. Intensive Elementary Italian. (5) Intensive course for beginners, emphasizing 
the structure of the language and oral practice. Recommended for students in the 
Venice program and for language majors. Lab requred. Lecture— five hours. Offered 
every semester. 

153. Intermediate Italian. (5) Continuation of 113, with emphasis on reading and 
speaking. Lab required. Lecture— five hours. P— Italian 113 or two years of high school 
Italian. 

153x. Intermediate Italian. (4) Open by placement or permission. Lab required. 

199. Individual Study. (2-4) P— Permission of instructor. 

215. Introduction to Italian Literature I. (4) Reading of selected texts in Italian. 
Satisfies basic requirement in foreign language. Offered in the spring. P— Italian 153 
or equivalent. 

216. Introduction to Italian Literature II. (4) May alternate with 215. Satisfies basic 
requirement in foreign language. P— Italian 153 or equivalent. 

Semester in Venice 

2213. Spoken Italian. (4) Course in oral Italian, offered only in Venice. Students 
are placed in small groups according to their levels of fluency. Elective credit. 



*These courses are attached to the department of Romance languages for administrative purposes only. 



165 



Japanese* 

111, 112. Elementary Japanese. (4, 4) Emphasis on the development of listening and 
speaking skills. Brief introduction to the writing systems. Basic sentence patterns 
covered. Lab required. 

Portuguese* 

111, 112. Elementary Portuguese. (4, 4) A course for beginners, covering grammar 
essentials and emphasizing speaking, writing, and the reading of elementary texts. 
Lab required. 

Other Languages 

101. Self-Instructional Language. (4) A self-instructional language course covering 
the principles of grammar and pronunciation in one of the less commonly taught 
languages, such as Swedish, Arabic, or Thai. Individual self-instruction in the 
language of the student's choice through the use of recorded material and textbooks. 
Admission by petition to the Foreign Language Placement Review Committee. Elec- 
tive credit only; does not satisfy basic or divisional course requirements. 




*These courses are attached to the department of Rotnance languages for administrative purposes only. 



166 

Sociology 

Philip J. Perricone, Chairman 

Professor John R. Earle 

Associate Professors William H. Gulley, Philip J. Perricone, 

Catherine T. Harris, Willie Pearson Jr. 

Assistant Professor Ian M. Taplin 

Visiting Assistant Professor H. Kenneth Bechtel 

A major in sociology requires thirty-seven credits and must include Sociology 
151, 371, and 372. A minimum average of 2.0 in sociology courses is required at the 
time the major is declared. A minimum grade point average of 2.0 in all sociology 
courses is required for graduation. 

A minor in sociology requires twenty credits and must include Sociology 151 and 
Sociology 371. A minimum grade point average of 2.0 in sociology courses is re- 
quired at the time the minor is declared. A minimum grade point average of 2.0 
in sociology courses is required for certification as a minor. Students who intend 
to pursue a sociology minor are encouraged to notify the department early in their 
junior year, and they are invited to participate in all departmental functions. 

To be graduated with the designation "Honors in Sociology," highly qualified 
majors are invited to apply to the department for admission to the honors program. 
They must complete a senior research project, document their research, and satisfac- 
torily defend their work in an oral examination. For additional information members 
of the departmental faculty should be consulted. 



151. Principles of Sociology. (4) General introduction to the field; social organiza- 
tion and disorganization, socialization, culture, social change, and other aspects. 

152. Social Problems. (4) Survey of contemporary American social problems. P— 
Sociology 151. 

205. Photography in the Social Sciences. (4) Explores the use of photography as 
a research technique for the social sciences; camera and darkroom instruction in- 
cluded. P— Permission of instructor. 

248. Marriage and the Family. (4) The social basis of the family, emphasizing the 
problems growing out of modern conditions and social change. 

301. Religion as a Social Institution. (4) A study of the various forms of religion, 
such as denomination, cult, sect. The relationship between religious factors and 
other social factors. Civil religion and religiosity in the US. P— Sociology 151. 

302. Bureaucracy and Society. (4) The sociological analysis of complex organiza- 
tions focusing on bureaucracy, power, authority, decision making, and change. 
Attention will be given to business as well as government and other non-profit 
organizations. P— Sociology 151. 

305. Male and Female Roles in Society. (4) Changing male and female roles in the 
context of societal institutions and sociological theories that explain such changes. 



167 

Consideration of feminism as a social movement and of consequences of changing 
roles for human interaction. P— Sociology 151. 

308. Sociology of Art. (2) Art as an institution, its functions, organization, rela- 
tionship to social change and to the communication of meanings. P— Sociology 151 
or permission of instructor. 

309. Sex and Human Relationships. (4) Study of the societal forces that impinge 
on human sexual behavior, emphasizing the effects of social change, the implica- 
tions of changing gender roles, crosscultural and subcultural variations, and the 
influence of the mass media. P— Sociology 151 or permission of instructor. 

310. Death and Dying. (2) Study of some of the basic issues and problems of modern 
man in accepting and facing death. P— Sociology 151 or permission of instructor. 

311. Women in Professions. (4) Emphasis on the status of women in professional 
occupations (e.g., law, medicine, science, business, etc.) in socio-historical perspec- 
tive. P— Sociology 151. 

321. Criminal Justice— The Police. (2, 4) Introduction to the structure, organization, 
and operation of the American police system. P— Sociology 151 or permission of 
instructor. 

322. Criminal Justice— The Courts. (2) The operation and social organization of 
American criminal courts. Issues of plea bargaining, court overload, and the court's 
role in crime prevention will be discussed. P— Sociology 151 or permission of 
instructor. 

323. Criminal Justice — Punishment and Corrections. (2) The purpose, structure, 
and practice of correctional institutions. Includes a review of the philosophical prin- 
ciples of punishment and deterrence, the historical development of prisons, and 
an evaluation of current alternatives to incarceration. P— Sociology 151 or permis- 
sion of instructor. 

325. Self and Society: An Interactionist Perspective. (4) An analysis of the effects 
of social relationships upon self-development, self-preservation, and the learning 
of social roles and norms, with special emphasis on language and symbolic interac- 
tion. P— Sociology 151. 

333. The Urban Community. (4) A survey of materials relating to the community 
as a unit of sociological investigation, with emphasis on the urban setting. Of par- 
ticular value for social work or community planning. P— Sociology 151 or permis- 
sion of instructor. 

334. Society and Higher Education. (4) An analysis of the social forces that shape 
educational policies in the US. Assessment of significant contemporary writings 
on the manifest and latent functions of education. P— Sociology 151. 

335. Medical Sociology. (4) Analysis of the social variables associated with health 
and illness and with the practice of medicine. P— Sociology 151. 

337. Aging in Modern Society. (4) Basic social problems and processes of aging. 
Social and psychological issues discussed. Course requirements will include field 



168 

placement in a nursing home or similar institution. P— Sociology 151 and permission 
of instructor. 

339. Sociology of Violence. (4) A survey of the societal factors associated with 
individual and collective violence. Discussion will focus on the contemporary and 
historical conditions which have contributed to various patterns of violence in 
American society. P— Sociology 151. 

340. Sociological Issues in Human Development. (4) Socialization through the life 
span in the light of contemporary behavioral science, emphasizing the significance 
of changes in contemporary society. P— Sociology 151. 

341. Criminology. (4) Crime, its nature, causes, consequences, methods of treat- 
ment, and prevention. P— Sociology 151. 

342. Juvenile Delinquency. (4) The nature and extent of juvenile delinquency; an 
examination of prevention, control, and treatment problems. P— Sociology 151 and 
permission of instructor. 

343. Sociology of Law. (4) Consideration will be given to a variety of special issues: 
conditions under which laws develop and change, relationships between the legal 
and political system, the impact of social class and stratification upon the legal order. 
P— Sociology 151 or permission of instructor. 

344. The Sociology of Deviant Behavior. (4) A sociological analysis of the nature 
and causes of and societal reaction to deviant behavior patterns such as mental 
illness, suicide, drug and alcohol addiction, sexual deviation, and criminal behavior. 
P— Sociology 151. 

346. Seminar on Social Utopias. (4) Survey of major Utopian literature; emphasis 
is placed upon both the social organization in Utopian proposals and their implicit 
critique of current society and social ideologies. P— Sociology 151. 

347. Society, Culture, and Sport. (4) An examination of the interrelationship of sport 
and other social institutions. Emphasis on the study of both the structure of sport 
and the functions of sport for society. P— Sociology 151. 

348. Sociology of the Family. (4) The family as a field of sociological study. Assess- 
ment of significant historical and contemporary writings. An analysis of the struc- 
ture, organization, and function of the family in America. P— Sociology 151. 

349. Sociology of Science. (4) Emphasis on the origins and growth of science in 
socio-historical perspective, reciprocal relations between science and society in the 
twentieth century, science as a social system. P— Sociology 151 or permission of 
instructor. 

350. Mass Communications and Public Opinion. (4) The study of the increasing 
importance of collective behavior, emphasizing the relationship between the media 
and a changing society. P— Sociology 151. 

358. Population and Society. (4) Techniques used in the study of population data. 
Reciprocal relationship of social and demographic variables. P— Sociology 151. 

359. Race and Ethnic Relations. (4) Racial and ethnic group prejudice and 



169 



discrimination and their effect on social relationships. Emphasis On psychological 
and sociological theories of prejudice. P— Sociology 151. 

360. Social Stratification. (4) The study of structured social inequality with particular 
emphasis on economic class, social status, and political power. P— Sociology 151. 

361. Sociology of the Black Experience. (4) A survey and an analysis of contemporary 
writings on the status of black Americans in various American social institutions (e g., 
education, sport, entertainment, science, politics, etc.). P — Sociology 151. 

362. Sociology of Work. (4) Changing trends in the US labor force. The individual's 
view of work and the effect of large organizations on white and blue collar workers. 
Use of some cross-cultural data. P— Sociology 151. 

363. Markets and Industry. (4) An analysis of industrial organization, including 
discussion of market relations and the behavior of firms, the structure of industrial 
development, and labor relations and the growth of trade unions. P— Sociology 151 
or permission of instructor. 

364. Political Sociology. (4) Examination of the structure and organization of power 
in society with emphasis on political socialization, political ideology, and the growth 
of the welfare state. P— Sociology 151 or permission of instructor. 

365. Dependency Needs and Social Services. (4) Examination of various forms of 
dependency, such as social, economic, emotional, and physical, and community 
social agencies designed to meet these needs. Use of relevant literature, field 
experience, and resource persons. 

371, 372. The Sociological Persepctive. (4, 5) A two-semester course dealing with 
the development and application of major theories and research methods in 
sociology. A continuing effort is made to enable the student to deal with current 
theoretically oriented research. Regularly scheduled computer labs will be arrang- 
ed during the Sociology 372 portion of the course. P— Sociology 151 and permis- 
sion of instructor. 

380. Social Statistics. (4) Basic statistics, emphasizing application in survey research. 
(A student who receives credit for this course may not also recieve credit for Biology 
348, Business 201, Mathematics 157, or Anthropology 380. A sociology major may 
take Anthropology 380 in lieu of Sociology 380 to meet major requirements.) 

385, 386. Special Problems Seminar. (4) Intensive investigation of current scien- 
tific research within the discipline which concentrates on problems of contemporary 
interest. P— Permission of instructor. 

398, 399. Individual Study. (1-4, 1-4) Reading, research, or internship courses 
designed to meet the needs and interests of selected students, to be carried out 
under the supervision of a departmental faculty member. 



170 

Speech Communication and Theatre Arts 

Donald H. Wolfe, Chairman 

Professors Julian C. Burroughs Jr., Harold C. Tedford, Donald H. Wolfe 

Adjunct Professor Darwin R. Payne 

Associate Professor Michael D. Hazen 

Assistant Professor Jill Jordan McMillan 

Visiting Assistant Professor Jo Whitten May 

Instructors Allan D. Louden, Helen B. Warren, David C. Williams 

Lecturers Jonathan H. Christman, Caroline S. Fullerton, Mary R. Wayne 

Visiting Lecturer James H. Dodding 

Debate Coach Ross K. Smith 

For convenience in advising majors, the department divides the study of speech 
communication and theatre arts into the following fields: (1) communication/public 
address, (2) radio/television/film, (3) theatre arts, and (4) speech pathology/correc- 
tion. It is possible for a student either to concentrate in one of the first three fields 
or to take courses across the breadth of the discipline. Specific courses of study 
for both majors and minors are worked o:it in consultation with departmental faculty 
members. 

A major in speech communication and theatre arts consists of a minimum of forty 
credits, at least eight of which must be at the 300 level. In order for a course to 
count toward a student's major, the student must earn a grade of C or higher in 
the course. 

A minor in the first three fields listed in the first paragraph above requires six 
courses for a minimum of twenty-four credits, at least eight of which must be at 
the 300 level. 

Those students majoring in speech education and theatre arts are expected to take 
specific courses which meet the requirements for teacher certification. Information 
concerning the courses may be obtained from departmental faculty members. 

Highly qualified majors are invited by the department to apply for admission to 
the honors program in speech communication and theatre arts. To be graduated 
with the designation "Honors in Speech Communication and Theatre Arts," they 
must successfully complete 281. For additional information members of the depart- 
mental faculty should be consulted. 

280. Special Seminar. (2-4) The intensive study of selected topics in communica- 
tion. Topics may be drawn from any theory or concept area of communication, such 
as persuasion, organizational communication, film, or theatre. 

281. Honors in Speech Communication and Theatre Arts. (4) A conference course 
involving intensive work in the area of special interest for selected seniors who wish 
to graduate with departmental honors. P— Permission of instructor. 

282. Individual Study. (1-4) Special research and readings in a choice of interest 
to be approved and supervised by a faculty adviser. P— Permission of instructor. 

283. 284. Debate, Raido/Television/Film, or Theatre Arts Practicum. (2, 2) Individual 
projects in the student's choice of debate, radio/television/film, or theatre arts; 



171 

includes organizational meetings, faculty supervision, and faculty evaluation. No 
student may register for more than two credits of practicum in any semester. No 
student is allowed to take more than a total of eight credit units in practicum, only 
four credits of which may be counted toward a major in speech communication 
and theatre arts. Pass/Fail only. P— Permission of instructor. 



Communication/Public Address 

151. Public Speaking I. (4) A study of the nature and fundamentals of speech 
communication. Practice in the preparation and delivery of short speeches. 

152. Public Speaking II. (4) The preparation and presentation of short speeches 
to inform, convince, actuate, and entertain. P— Speech Communication 151. 

153. Interpersonal Communication. (4) The course is divided into three parts: 
communication theory, person-to-person communication, and small group 
interaction. 

155. Group Communication. (4) An introduction to the principles of discussion and 
deliberation in small groups, with practice in group problem-solving and discus- 
sion leadership. 

156. Oral Interpretation of Literature. (4) Fundamentals of reading aloud, with 
emphasis on selection, analysis, and performance. 

161. Voice and Diction. (4) A study of the principles of voice and production, with 
emphasis on phonetics as a basis for correct sound formation. 

250. Introduction to Communication and Rhetoric. (4) An introduction to the 
theories, research, and analysis of verbal and nonverbal processes by which human 
beings share meanings and influence one another. 

251. Persuasion. (4) A study of the variables and contexts of persuasion in contem- 
porary society. 

252. Argumentation and Debate. (4) A study of the principles of argumentation; 
practical experience in researching and debating a public policy question. 

255, Introduction to Rhetorical Criticism. (4) An introduction to the theory and 
practice of rhetorical criticism with emphasis on contemporary rhetorical acts. 

261. Clinical Management of Speech and Language Disorders. (4) Methods used 
to correct speech disorders of voice, rhythm, language, and articulation; observa- 
tion of methods used with selected cases in clinical or public school settings. 
Offered in alternate foil semesters. 

262. Communication Disorders of the Hearing Impaired. (4) The etiology and effect 
of hearing impairment on communication. The fundamentals of auditory training, 
speech reading, and other resources for the rehabilitation of the hearing impaired 
individual. 

263. Speech and Language Disorders I. (4) Study of the disorders of language, 
articulation, and rhythm, with special emphasis on functional disorders; focus is 



172 

on the role the therapist plays in assisting the speech-handicapped child. Offered 
in alternate fall semesters. 

264. Speech and Language Disorders II. (4) Consideration of etiology and symptoms 
of speech and language problems due to organic disorders of voice, articulation, 
language, and hearing. Offered in alternate spring semesters. 

280. Special Seminar. (2-4) (See previous description.) 

281. Honors Course. (4) (See previous description.) 

282. Individual Study. (1-4) (See previous description.) 

283. 284. Debate Practicum. (2, 2) (See previous description.) 

353. British Public Address. (4) A historical and critical survey of leading British 
speakers and their speeches from the sixteenth century to the present. 

354. American Public Address. (4) The history and criticism of American public 
address from colonial times to the present. 

S355. Directing the Forensic Program. (2, 4) A pragmatic study of the methods of 
directing high school and college forensics with work in the High School Debate 
Workshop. Offered in the summer. 

356. The Rhetoric of Race Relations. (4) A study of race relations in America as 
reflected in the rhetoric of selected black and white speakers. Students apply the 
historical/critical method in exploring the effects of discourse on attempts at inter- 
racial communication. 

357. The Rhetoric of the Women's Rights Movement. (4) A rhetorical study of the 
documents, speeches, and protests of American feminists. The course traces the 
evolution of women's rights movements in the nineteenth and twentieth centuries 
and draws contrasts and parallels between them. 

371. Research in Communication. (4) An introduction to design and statistical pro- 
cedures for research communication. 

372. A Survey of Organizational Communication. (3, 4) An introduction to the role 
of communication in organizations, with emphasis on field applications. 

373. Intercultural Communication. (4) An introduction to the study of communica- 
tion phenomena between individuals and groups with different cultural 
backgrounds. 

374. Mass Communication Theory. (3, 4) Theoretical approaches to the role of 
communication in reaching mass audiences and its relationship to other levels of 
communication. Offered in alternate years. 

375. Communication and Conflict. (4) A study of communication in conflict situa- 
tions on the interpersonal and societal levels. Offered in alternate years. P— Speech 
Communication 153 or permission of instructor. 

376. Small Group Communication Theory. (4) Advanced study of the principles 
of small group interaction and discussion leadership. P— Speech Communication 
155 or permission of instructor. 



173 

378. Semantics and Language Behavior. (4) A study of the syntactic and semantic 
aspects of communicative messages. 

Radio/Television/Film 

141. Radio-TV Speech. (2) An introduction to announcing and performing on radio 
and television. 

142. Writing for Radio-TV-Film. (2) An introduction to writing for radio, television, 
and film. Emphasis will be on informational and persuasive writing (news, features, 
public service announcements, commercials, political announcements, news analyses, 
commentaries, and editorials). 

241. Introduction to Broadcasting. (4) A study of the historical, legal, economic, 
and social aspects of broadcasting. 

242. Radio Production. (2) A study of the basic elements of radio production. 

243. TV Production. (2) A study of the basic elements of television production. 

245. Introduction to Film. (4) Historical introduction to motion pictures through 
the study of various kinds of films and their relationship to society. 

246. Film Production. (2) A study of the basic elements of motion picture production. 

280. Special Seminar. (2-4) (See previous description.) 

281. Honors Course. (4) (See previous description.) 

282. Individual Study. (1-4) (See previous description.) 

283. 284. Radio/Television/Film Practicum. (2, 2) (See previous description.) 

342. Seminar in Radio/Television. (3 or 4) Extensive readings in and discussion 
of fundamental theory and current issues in radio and television. P— Speech Com- 
munication 241. 

344. Advanced Radio Production. (2) Study of advanced radio forms: documen- 
tary and drama. P— Speech Communication 242. 

345. Advanced TV Production. (2) Individual production of complex forms of televi- 
sion such as documentary and drama. P— Speech Communication 243. 

346. Film Criticism. (3 or 4) A study of film aesthetics through an analysis of the 
work of selected film makers and film critics. Offered in spring, 1987. P— Speech 
Communication 245. 

348. Advanced Film Production. (2) Individual production of complex films such 
as drama, animation, and documentary. P— Speech Communication 246. 

Theatre Arts 

121. Introduction to the Theatre. (4) A survey of all areas of theatre art. Experience 
in laboratory and University Theatre productions. May be used to satisfy a require- 
ment in Division I. Lab— three hours. 

122. Introduction to Theatre Technology I. (4) An introductory course in theatre 



174 

technology focusing on the basic techniques of stagecraft, lighting, drafting, and 
sound. This course is of special interest to potential majors. Lab— three hours. Offered 
in the fall. P— Theatre Arts 121. 

123. Introduction to Theatre Technology II. (4) An introductory course in theatre 
technology focusing on the basic techniques of costume construction, makeup, scene 
painting, and stage management. This course is of special interest to potential majors. 
Lab— three hours. Offered in the spring. P— Theatre Arts 121. 

218. Technical Graphics and Lighting. (4) The theory and practice of stage lighting 
including the techniques and terminology used in making both working and con- 
struction drawings for theatrical use. P— Theatre Arts 122. 

219. Advanced Stage Makeup. (4) The theories, materials, and techniques of 
theatrical makeup. P— Theatre Arts 123. 

220. Advanced Costume Construction. (4) Pattern drafting, cutting, and construc- 
tion techniques of period theatrical costumes. P— Theatre Arts 123. 

221. Mime. (4) An introductory study of basic mime forms. The student will gain 
skills and understanding of this theatrical form through practical exercises, readings, 
rehearsals, and performances. 

223. Stagecraft. (4) A study of the basic elements of theatre technology. Practical 
experience gained in laboratory and University Theatre productions. Open to 
freshmen and sophomores by permission of instructor. Lab— five hours. 

226. Theories of Acting. (4) A study of acting theories and fundamental acting tech- 
niques. Open to freshmen and sophomores by permission of instructor. Lab— two 
hours. 

227. Theatre Speech. (4) An intensive course in the analysis and correlation of the 
physiological, physical, and interpretative aspects of voice and diction on the stage. 

228. The Contemporary English Theatre. (2, 3, or 4) An examination of the English 
theatre through reading, lectures, seminars, and attendance at numerous live theatre 
performances. The participants are expected to submit written reactions to the plays 
which are seen. Ample time to allow visits to museums, libraries, and historic places. 
Taught in London. P— Permission of instructor. 

280. Special Seminar. (4) (See previous description.) 

281. Honors Course. (4) (See previous description.) 

282. Individual Study. (1-4) (See previous description.) 

283. 284. Theatre Arts Practicum. (2, 2) (See previous description.) 

3110. The English Theatre, 1660-1940. (4) A study of the major developments in 
the English theatre from the Restoration to World War II, including the plays, 
playwrights, actors, audiences, theatre architecture, theatre management, costumes, 
and sets. Field trips include visits to theatres, museums, and performances. Offered 
in London. 

316. Acting Shakespeare. (4) A practical study of varying styles in interpreting and 



175 

acting Shakespeare's plays from the time of the Elizabethans to the present day. 
P— Theatre Arts 226. 

317. Theatrical Lighting Design. (4) The intensive study of the tools and aesthetics 
of the designer's craft with practical experience in designing for proscenium, thrust, 
and arena staging. P— Theatre Arts 125. 

318. Theatrical Special Effects. (4) A survey of the various special scenographic and 
lighting effects used in modern theatre. Special emphasis will be placed on effects 
used in productions done during the term. P— Theatre Arts 223 and 125. 

319. Costume: History and Design. (4) A study of the evolution of costume through 
the ages and the design of historic costume for the stage. P— Theatre Arts 121. 

320. Theatrical Scene Design. (4) A study of the theories and styles of stage design 
and their application to the complete play. P— Theatre Arts 121 and 223 or permis- 
sion of instructor. 

321. Play Directing. (4) An introduction to the theory and practice of play direct- 
ing. A grade is not granted for this course until the student has completed Theatre 
Arts 322. Lab— two hours. P— Theatre Arts 121 and 226 or permission of instructor. 

322. Play Production Laboratory. (2) A laboratory in the organization, the tech- 
niques, and the problems encountered in a dramatic production. The production 
of a play for public performance is required. P— Theatre Arts 321. 

323. Period and Style in Acting. (4) A study of social customs, movement, dances, 
and theatrical styles relating to the performance of drama in historical settings as 
well as in period plays. The course includes performances in class. P— Theatre Arts 
226. 

324. Advanced Mime. (4) This course enlarges upon skills and techniques acquired 
in Theatre Arts 221 (Mime), with the addition of other mime forms. The course in- 
cludes exercises, rehearsals, and performances. P— Theatre Arts 221. 

325. Advanced Acting. (4) A concentrated study of the actor's art through theory 
and practice. P— Theatre Arts 226 or permission of instructor. 

326. Performance Techniques. (4) A course in advanced acting techniques, focus- 
ing on acting styles appropriate to various modes of theatrical production. Specialized 
techniques such as dance, singing, stage combat, etc., may also be included. P— 
Theatre Arts 226. 

327. Theatre History I. (4) A survey of the development of the theatre from its origins 
to 1870; includes lectures, readings, and reports. 

328. Theatre History II. (4) A survey of the development of the modern theatre 
from 1870 to the present day; includes lectures, readings, and reports. 

329. Advanced Theatre Speech. (4) Specific study in the theory and personal 
development of vocal melody, rhythm, color, and harmony according to the form, 
style, and mood of a theatrical production. P— Theatre Arts 227 or permission of 
instructor. 



176 



3300. Modern British and Continental Drama. (4) An examination of the works 
of major British playwrights of the modern period (from approximately 1875 to the 
present) to include, among others, Shaw, Galsworthy, Osborne, Shaffer, Stoppard, 
and Bond. At the same time, participants will study plays by major continental 
writers of the same periods, including Ibsen, Chekhov, Pirandello, Weiss, Handke, 
etc. Whenever possible, the class will attend performances of relevant plays. Taught 
in London. 

3310. A Survey of English Theatre History. (4) Beginning with the Elizabethan period 
and continuing through the Restoration, the eighteenth century, the nineteenth cen- 
tury, and into the twentieth century, this course will focus on the major periods 
of English theatrical activities, relevant personalities, and representative dramas. 
Field trips, museums, and performances will be part of the study of this course. 
Taught in London. 




177 

School of Business and Accountancy 

Thomas C. Taylor, Dean 

Professors Eddie V. Easley, Delmer P. Hylton, Jeanne Owen, 

Thomas C. Taylor 

Associate Professors Umit Akinc, Leon P. Cook Jr., A. Sayeste Daser, 

Aran P. Dewasthali, Stephen Ewing, Thomas S. Goho, 

Dale R. Martin, Ralph B. Tower 

Adjunct Associate Professor Carol Elbing 

Assistant Professor John S. Dunkelberg 

Lecturers Lee Stokes, Olive S. Thomas 

Instructors Kim W. Driesbach, Timothy P. Summers 

Objectives 

The School of Business and Accountancy has four objectives: 

1. to offer sound academic programs in business and accountancy leading to 
the Bachelor of Science degree; 

2. to undertake on a continuous basis the professional development of its 
faculty; 

3. to serve the University community; and 

4. to maintain a productive association with the public, especially the business 
community. 

Two programs of study leading to the Bachelor of Science degree are offered. 
Students may choose a major in either business or accountancy. 

The primary goal of the business program is to provide a general study of business 
which will enable graduates to enter the business world with a breadth of under- 
standing of relevant business problems and concepts. The general, as opposed to 
specialized, orientation of the major in business is appropriate for Wake Forest 
University in light of both its strong liberal arts tradition and its small size. 

The major goal of the accountancy program is to give students a thorough 
understanding of accounting theory and methodology. Study of the basic functions 
in business operations is included in the curriculum. The role of the accountant 
in analyzing and controlling operations is considered. Analysis of current accoun- 
ting practice is discussed. 

Both the business and accountancy programs are accredited by the American 
Assembly of Collegiate Schools of Business. 

Admission 

Admission to the School is by formal application, and applicants will be screened 
by the Committee on Admission and Continuation of the School of Business and 
Accountancy. Before being considered for admission to the School, the applicant 
first must have been admitted to Wake Forest College. Minimum requirements for 
admission to the School of Business and Accountancy are completion of sixty-five 
credits and a grade point average of 2.0 on all courses attempted. 

Students are encouraged to have completed two semesters of Principles of 



178 

Accounting, one semester of Principles of Economics, and Mathematics 108 or 111 before 
admission to the School. A student who fails to meet these course requirements 
may obtain provisional admission. Provisional status is changed to fully accepted 
status when the course deficiencies are removed. The provisional admission must 
be removed by the beginning of the senior year. 

The number of students who can be accommodated is limited. Therefore, the 
School reserves the right to grant or to deny admission or readmission to any student 
who meets the minimum requirements. Readmission to the School of Business and 
Accountancy first requires readmission to Wake Forest College, requirements for 
which are discussed on page 41. 

Transfer of Credit from Other Schools 

It is expected that most work toward degrees offered by the School of Business 
and Accountancy will be taken in the School. For students wishing to transfer credit 
from other schools, the following general guidelines apply: 

(a) Courses at another school passed with the minimum passing grade at that school 
may not be transferred. 

(b) Courses transferred in business and accountancy are subject to validating 
examinations. 

(c) No work in courses numbered 200 and above will be accepted from two-year 
schools. 

(d) Courses taken elsewhere in subjects not offered at the School of Business and 
Accountancy may not be counted toward the credits required in the School of 
Business and Accountancy. 

For the BS in business, a minimum of forty credits must be earned in the School 
of Business and Accountancy at Wake Forest University; for the BS in accountancy, 
the minimum credits earned in this school must total fifty-two. 

Requirements for Continuation 

In addition to the requirements stated on page 41 a student must be academically 
responsible and must show satisfactory progress towards completing the require- 
ments for the degree. The dean of the School of Business and Accountancy will 
notify the student if satisfactory progress is not being made and, after consultation 
with the Committee on Admission and Continuation, will decide if the student may 
continue as a major in this school. 

Requirements for Graduation 

The School of Business and Accountancy confers the Bachelor of Science degree 
with majors in accountancy and business. For the major in business, a student must 
complete the following course work: Accounting 111 and 112; Business 201, 203, 
211, 221, 231, 241, 251, 261, and 271; Economics 150; Mathematics 108 or 111; Speech 
151 or 153 or 155; and a minimum of three courses from Business 212, 213, 214, 222, 
223, 224, 225, 232, 233, 234, or Accounting courses numbered 200 or above. One 
elective may be taken from economics courses numbered 200 or above. 



179 

For the major in accountancy, the following course work must be completed: 
Accounting 111, 112, 211, 212, 252, 253, 261, 271, and 273; Business 201, 211, 221, 
231, 241, 251, 261, and 271; Economics 150; Mathematics 108 or 111; and Speech 151 
or 153 or 155. 

In addition to the courses stipulated above, the student in business and accoun- 
tancy must also meet the following requirements for graduation: 

(a) a minimum of 144 credits, including the basic and divisional requirements 
established by Wake Forest College; 

(b) a minimum grade point average of 2.0 on all work attempted at Wake Forest; 

(c) a minimum grade point average of 2.0 on all work attempted at other institu- 
tions; and 

(d) an overall 2.0 grade point average on all business and accountancy courses, 
exclusive of courses repeated with a C grade or better. 

Senior Honors Program 

Students with a grade point average of at least 3.0 on all college work and 3.3 
on all work in business and accountancy are invited to apply for admission to the 
honors program in business and accountancy. A project, paper, or readings, and 
an oral examination are required. Those who successfully complete the requirements 
specified by the School are graduated with the designation "Honors in Business" 
or "Honors in Accountancy." For additional information interested students should 
consult a member of the faculty of the School of Business and Accountancy. 

Courses of Instruction 

Business 

201. Business Statistics. (4) Techniques of analysis of numerical data, including 
descriptive statistics, probability theory, sampling theory, statistical inference, chi- 
square analysis, analysis of variance, and regression and correlation analysis. 

203. Quantitative Analysis. (4) Development and understanding of quantitative de- 
cision tools and models to be applied to the managerial decision process. Models 
include linear programming (graphic, algebraic, and simplex algorithm; sensitivity 
analysis; duality; transportation and assignment algorithm); decision theory; Markov 
analysis; and queuing. P— Business 201. 

211. Organizational Theory and Behavior. (4) The study of macro and micro 
organizational design— structure, processes, development, climate, behavior, and 
performance evaluations. 

212. Advanced Organizational Behavior and Human Resources Management. (4) 

The application of concepts from Business 211 to human resource problems faced 
by general managers and their organizations. Activities include class discussions, 
case analyses, and projects. P— Business 211. 

213. History of Management Thought. (4) A study of past and present contribu- 
tions to the art of management— forces and institutions which control and influence 



180 



the exercise of managerial activities through time. Ethical and philosophical issues 
are included. P— Business 211. 

214. Labor Policy. (4) A study of selected topics in labor-management relations in 
both the business and the public sector from the view of labor, management, and 
the public. P— Business 211. 

221. Principles of Marketing. (4) A study of the role of marketing in business and 
the economy. Emphasis is on the examination of marketing concepts, functions, 
institutions, and methods. P— Economics 150. 

222. Marketing Strategy. (4) Managerial techniques in planning and executing 
marketing programs in business and nonbusiness organizations. Emphasis is on 
the group experience in decision making related to market segmentation, product 
innovation and positioning, channels of distribution, pricing, and promotion. Ex- 
tensive use of cases, readings, and team presentations. P— Business 201 and 221. 

223. International Marketing. (4) Study of problems and opportunities in marketing 
overseas, analysis of cultural, economic, and political environment of foreign 
marketing operations, organization, and control of the multinational company. P— 
Business 221 and senior standing. 

224. Marketing Research. (4) Introduction to fundamentals of research methodology 
and use of research information in marketing decision making. Topics include 
research design, data collection methods, scaling, sampling, and alternate methods 
of statistical data analysis. Students design and execute their own research projects. 
P-Business 201 and 221. 

225. Buyer Behavior. (4) Study of basic behavioral science applications in buyer 
motivation and behavior and in buying decisions. Emphasis on current research 
and theory relating to consumer behavior. P— Business 221. 




181 

231. Principles of Finance. (4) An introduction to the field of finance including 
financial management, investment analysis, and financial institutions and markets. 
Emphasis is placed on financial management at the level of the business entity or 
non-profit organization. P— Accounting 112, Business 201, and Economics 150. 

232. Advanced Financial Management. (4) Management decision-making applied 
to the financial function, including investment, financing, dividend, and working 
capital decisions, and their impact on the value of the firm. P— Business 231. 

233. Investment Analysis. (4) Study of investment alternatives, expected returns, 
and corresponding risks; valuation of stocks and bonds applying both fundamen- 
tal and technical analysis; survey of past and current methods of stock selection 
techniques, including portfolio considerations. P— Business 231. 

234. Multinational Financial Management. (4) Analysis of the international aspects 
of managerial finance. Emphasis upon institutional and environmental factors 
influencing capital acquisition and allocation. P— Business 231. 

241. Production and Operations Management. (4) A study of the problems of the 
operations function in organizations, their interfaces with other functional areas, 
and the methods of their solutions. Topics include process selection, forecasting, 
aggregate planning, job shop scheduling, project management, MRP inventory 
management, facilities location and design, quality planning and control. P— 
Business 201. 

251. Management Information Systems. (4) Study of the development, design, and 
implementation of management information systems with introduction to the 
terminology, concepts, and trends in computer hardware and software. 

261. Legal Environment of Business. (4) A study of the legal environment in which 
business decisions are made in profit and nonprofit organizations. Emphasis is put 
upon how the law develops and how economic, political, social, and ethical con- 
siderations influence this development. 

270. Business Law. A study of the law applicable to business transactions with 
accounting and auditing implications. Open only to senior accounting majors. P— 
Business 261. 

271. Business Policy. (2) Application of the case method to problems of business 
policy formulation and strategic planning. P— Business 202, 211, 221, 231, and 241. 

281. Reading and Research. (2, 3, or 4) Directed study in specialized areas of 
business. P— Permission of instructor. 



Accountancy 

111. Accounting Principles I. (4) The basic accounting process and underlying prin- 
ciples pertaining to the preparation and interpretation of published financial 
statements. 

112. Accounting Principles II. (4) A continuation of Accounting 111 and an introduc- 
tion to management accounting. P— Accounting 111. 



182 

211. Intermediate Accounting. (4) A detailed analysis of theory and related pro- 
blems for typical accounts in published financial statements. P— Accounting 112. 

212. Intermediate Accounting. (4) A continuation of Accounting 211. P— Accounting 
211. 

252. Cost Accounting. (4) Advanced study of management accounting, including 
budgeting, product-costing, cost allocation, standard costs, transfer-pricing, differen- 
tial analysis, and cost-behavior analysis. P— Accounting 112. 

253. Accounting Information Systems. (4) A study of the design and operation of 
accounting systems relating to the functions of purchasing, production, sales, and 
cash management. Emphasis is placed upon the necessary controls for reliable data. 
Includes hands-on experience with microcomputer accounting applications. P— 
Accounting 252 and Business 251. 

254. Accounting in the Not-for-Profit Sector. (4) An examination of accounting theory 
and practice in governmental and eleemosynary organizations. P— Accounting 211. 

261. Advanced Accounting Problems. (4) A study of the more complex problems 
found in business operations, business combinations, reorganizations, and dissolu- 
tion. P— Accounting 212. 

265. Contemporary Issues in the Accounting Profession. (3) A seminar course in 
which current issues in accounting theory and practice are examined. Open only 
to senior accounting majors. P— Accounting 212 and 252. 

271. Income Tax Accounting. (4) A survey of basic income tax concepts associated 
with individuals, partnerships, corporations, estates, and trusts. Introduction to tax 
research and planning. P— Accounting 212. 

273. Auditing. (4) Examination of basic auditing concepts and relationships, and 
the auditor's reporting and professional responsibilities. Study of auditing procedures 
commonly used in public accounting and internal auditing. P— Accounting 212 and 

253. 

275. CPA Review-Accounting Practice and Theory. (4) An intensive study of CPA- 
type problems found on the accounting practice and accounting theory sections 
of the CPA exam. P— Accounting 252 and 261. 

278. Reading and Research. (2, 3, or 4) Directed study in specialized areas of 
accountancy P— Permission of instructor. 



183 



Degrees Conferred 



May 20, 1985 

Bachelor of Arts 



Beverly Lynne Abernathy 

Alan Craig Adams 

Kimberly Susan Adkins, cum laude 

Susan Diana Aherns 

Deborah Evans Allred 

Emily Dianne Allred 

Rebecca May Almon, magna cum 

laude, with honors in psychology 
Jeffrey Stewart Almony 
Greg Louis Apostolou, cum laude 
John Patrick Armstrong 
Julie Anne Ashmore, cum laude 
Claudia Leonora Askew 
Betsy Anne Atkins, cum laude 
Amy Hope Atlee, magna cum laude 
Martha Elizabeth Dulaney Azar, 

cum laude 
John Frazier Baldwin 
Shelley Patricia Bame, 

magna cum laude 
Jerry Burton Banks II 
Gregory Paul Barnes 
Mack Nathaniel Barnes III, 

cum laude 
Charles David Barrett 
Richard Bancroft Barrett 
Michael Woodrow Barrow 
Grace Elizabeth Bass 
Lori DeAnne Baxter, cum laude 
Elizabeth Burch Bealle, cum laude 
Carolyn Jeane Beebe 
Susan Alaine Beeler 
Jennifer Lou Bender, cum laude 
Barbara Tate Benson, cum laude 
Sally Ann Berg, cum laude 
Mark Peter Bergstrom, magna 

cum laude 
Rebecca Anne Biddulph 
Mark Allen Biernat 



Mary Lynn Bird, magna cum laude, 

with honors in biology 
Monnie Louise Bittle, cum laude, 

with honors in psychology 
Louise DuPree Blake 
Kimberly Janet Boatwright, magna 

cum laude 
Linda Ruth Boone, magna cum laude, 

with honors in Romance languages 
Elizabeth Anne Bowles, summa 

cum laude 
Paolo C. Bozzolo, cum laude 
Jeffrey Laine Brinegar 
Mark David Brintle 
Charles Meade Browder Jr. 
Mary Lisa Brown 
Robert Michael Brown, cum laude 
Vance Franklin Brown, summa 

cum laude 
Douglas Guy Browning, cum laude 
Scott McGill Bruce, magna cum laude, 

with honors in economics 
Karen Lynn Bryant, magna cum laude 
James Rowland Bullock, cum laude 
Christopher George Burd 
Mary Lisa Burgess, cum laude 
Ronnie Kelvin Burgess 
Sarah Alison Burgess 
Mary Margaret Haley Burket 
Mark Ross Burrows 
Melissa Jean Busby 
John Chester Cagle 
Harry Bernard Campbell II, magna 

cum laude 
Lee Warren Campbell, cum laude 
Lisa Camille Campisano, magna 

cum laude 
Andrew Russell Carey, cum laude 
Leslie Rene Carlson, cum laude 



184 



Penny Christine Carmichael 
Gregory Scott Carpenter 
Katherine Landon Carter, cum laude 
John Byron Cavanaugh, cum laude 
Alexander Michael Chater 
George Warren Chukinas Jr., 

cum laude, with honors in Latin 
Benjamin Souther Citrin, magna 

cum laude 
Charlotte Kimbrough Clark, 

cum laude 
Stephen Robert Clark 
Mary Jill Clayton 
Jennifer Webster Cleveland, 

cum laude 
Cynthia Jean Clifford 
Jennifer Lynn Cockerham 
Mark Harold Cockerham 
Valerie Elena Coe, cum laude 
Edgar Theodore Coene III 
Stephen L. Cole, cum laude, 

with honors in history 
Debra Elaine Coltrane 
Carrie Lynn Connell 
Margaret Brooke Cook 
Henry Moreland Cooper 
Peter Danny Copeland, cum laude 
John Roger Copley, magna cum laude 
Timothy Nathaniel Covey 
John Columbus Cowan IV 
Mary Elizabeth Cowan 
Max Gardner Creech Jr. 
Jamesia Latrina Cromartie 
Christopher Scott Cross 
Margaret Robin Crutchfield 
Derrick Farrell Cunningham 
John Charles Curry III 

Marc Todd Dallanegra 
Louis Broaddus Daniel III 
Johanna Mohr Daniels 
Jonathan Lee Darling, cum laude 
John MacDonald Davidson 
Deryl Andrew Davis, cum laude 
Michael Patrick Davis 
William De Araujo, magna cum laude 



John McCamie DeArmon III, 

cum laude, with honors in economics 
Myra Jane Deese 

Christopher John Delhey, cum laude 
Angela Lynn DeMent, cum laude 
Dian Dernoeden 
Robert Kriss Dinkins 
Letitia Christian Doggett 
Karen Darlene Dotson 
Laura Jean Dove 
Melynda Ann Dovel, cum laude 
Nestor Duarte 
Philip Schad Duran, magna cum 

laude, with honors in politics 
Gwyneth Anne Dutnell, cum laude, 

with honors in speech communication 

and theatre arts 
Rodger Craig Dzoba 
Susan Virginia Earwood, magna 

cum laude, with honors in English 
Sandra Kay Echols, cum laude 
Lori Jean Edwards 
Charles Craig Eller, magna cum laude 
Laura Fern Elliotte, cum laude 
Deborah Louise Ellis, magna 

cum laude 
Teresa Lynn Ellis, cum laude 
Robert Allan Emken Jr., cum laude, 

with honors in history 
Eric Paul Engstrom, cum laude 
Talica Ball Ervin, cum laude 
Arnold Bradley Fagg, magna 

cum laude, with honors in history 
Michael John Ferry 
Paul Lindsey Fields Jr. 
Michael Martin Finegan 
Eric Morley Flanagan, cum laude 
Robert Clayton Fletcher 
John Milton Flora, cum laude 
Charles H. Flynt III 
Thomas Geoffrey Folk, cum laude 
Janis Elwood Fonda 
Bruce Gurney Ford 
Karl Joseph Forrest 
Lori Diane Foulke, magna cum laude, 

with honors in anthropology 



185 



John Michael Gaal 

Carrie Ellen Galloway, cum laude, 

with honors in English 
William Frere Gardiner 
James Allen Garrison, magna 

cum laude 
David Richardson Gates 
Susan Lynn Gattuso 
Robin Jean Gault, cum laude 
Lee Winfred Gavin 
Michael Christopher Gebhart, cum 

laude, with honors in sociology 
Michael Eric German, cum laude 
Elizabeth Kay G if fen 
George Andrew Gill 
Robert Hale Gipe, summa cum laude 
Gregg Steven Goldsmith 
Sandra Denise Gordon 
Mark Alan Gough 
Alexander Bruce Gourlay 
Mark Allen Grasso 
Edward Richard Grealey 
David Kelly Gregory, magna cum laude 
Mary Carolyn Grose, cum laude 
Gary Neil Gupton 
Stanley Houston Gwynn 
Eric Christian Hagen 
Kimberly Willis Hall 
Stuart Mark Hall 
Stefano Gerald Hamilton 
Albert Henry Hammill, cum laude 
John Scott Harkey 
James Winsmore Harper Jr. 
John Hall Hart 
Victor Terrence Hart 
Charles James Hartley 
Donald James Hatch Jr. 
Hayley Lane Hatcher 
Mary Alice Hayes, cum laude 
Kenneth Reed Haywood 
Martha Delia Hedrick 
Henry George Heidtmann III 
Joseph Gordon Hemsley 
Gary George Henning, cum laude 
G. Clark Hering IV 
Camilla Hester, cum laude 



Henry Moore Hester Jr. 
Robert Jack Higdon Jr., cum laude 
Jean Anne Hillis 
Kimberly Lyn Himan 
Christine Costner Hite 
William Augustus Hodges 
Lynwood Breeden Hollis Jr., 

cum laude 
Virginia Walker Holshouser 
Amy Catherine Holt, cum laude 
William Stewart Holzapfel 
Patricia Lee Horney 
Laurie Lynn Howell, cum laude 
Sharon Denise Hubbard 
James M. Ivory 
Jon Richard Jackson 
Mary Martha Jackson 
Jennifer Lee Jaffe 
David Michael James 
Elizabeth Anne Janeway, magna 

cum laude 
Walter John Janke 
Ross Edwin Jeffries Jr., cum laude 
David Charles Jenks 
William Michael Jermain III 
Allen McKenzie Johnson, cum laude 
Don Anthony Johnson 
Gregg Eric Johnson 
James Donald Johnson Jr. 
Virginia Lee Johnson 
Lynette Sue Jones, cum laude 
James Scott Jurgensen 
Walter Michael Kaden 
John Christopher Kalavritinos 
Elizabeth Ann Kaldahl 
David Gregory Keane 
James Wolfe Keener 
Mark Baruch Kent 
Charles Gray Kepley 
Mary Karen Kibler 
Kerry Morris King 
Matthew Joseph Klein 
James Bradley Knowles 
James Lars Koford 
Bradley Dale Krapfel 
Paul James Kreiter 



186 



Susan Elizabeth Lackey 

Lance Larson Lancaster 

Robert D. Lancaster 

Edward Keen Lassiter, cum laude 

Mark Kino LaVigne, cum laude 

Rebecca Leticia Laymon 

Lisa Ann Leathers, cum laude, 

with honors in speech communication 

and theatre arts 
Tiffany Jo Lee 
Eric Scott Leines 
Lee Maria Lewis, cum laude 
Sarah Margaret Lewis, cum laude 
Jeffrey Claire Litcher 
Susan Loeffler 

Sarah Claire Lyons, magna cum laude 
Robert Douglas MacArthur Jr. 
Jeffrey Robert MacNutt 
Thomas Lawrence Maldari, cum laude 
Gina Maria Mangas 
Charles Thomas Mann II 
Steven Nazareth Margosian 
David Walton Markle 
Janna Elizabeth Marley 
James William Marsh, magna 

cum laude 
William Bynum Marshall 
Laura Mary Marszalek 
Elizabeth Anne Martinson, magna 

cum laude 
John Christopher Mason 
Marsha Catherine Massey 
John Reece Matson 
John Robert Matteson Jr. 
Robert Julian Maxey 
Dianne Susan Mayberry 
Kenneth James McAllister 
Mark Edward McCallum 
James Joseph McCormack Jr. 
Elizabeth Lorraine McCrary 
Benjamin Joel McDonald 
Sharon Denise McDonald, cum laude 
Susan Layne McDonald 
Stephen Dwight McGrady, magna 

cum laude 
John William McKenzie 



Nancy Michelle McKinney, cum laude 
Edgar Vernon McKnight Jr., magna 

cum laude 
Donna Morgan McLees, cum laude 
Lewis Forbes McMillan 
Vada Louise Meadows 
Elwin Dale Melton 
Peter Wesley Merrill 
Russell William Meyer III 
Rolando Eleuterio Mia 
Nikkie Laurena Michael 
Kimberly Earlene Miller 
Robert Jefferson Miller 
Evelyn Pender Mitchiner 
Leslie Anne Mizell 
Richard Mongelli 
John William Montgomery 
Cabotte Louise Moore 
Mark David Moore 
Warren Meeks Moorhead 
William Paul Morgan Jr. 
John Samuel Mori, cum laude 
Robert Eugene Morrison 
Andrew Wesley Moyers 
Renee Benzinger Mullen, cum laude 
Lisa Tarelle Murphy 
Elizabeth Anne Mussell 
Claire Allison Muszynski 
Lester Dean Myers Jr. 

Gary Scott Nabors 

Laura Pendleton Neal, cum laude 

David Richard Neish 

Lee Edward Nelson 

Michael Irving Nesselt 

Martha Katherine Nichols, magna 

cum laude 
Willard Barlow Nicholson III 
Robert Frederick Noel Jr., cum laude 
Elizabeth Kirkpatrick Norfleet 
Jeffrey Andrew Norman 
Stacy Lee Norris 

Lisa O'Brien 

Lucy O'Donnell, cum laude 

Michael Eugene Orlowski, cum laude 

Glenn Michael Paetow 



187 



Shawn William Pancyrz, summa 

cum laude 
Mary Elizabeth Parker, cum laude 
John Edward Parnell 
Nathan Earl Parrish, cum laude 
Lisa Kay Pash, cum laude 
Pandora Jane Passin 
Angela Michele Patterson 
Patrick Thomas Patton 
Robert Howard Paul 
Gregg Andrew Peace 
Jeffrey McBrayer Peterson, magna 

cum laude 
Lisa Michele Pettyjohn, cum laude 
David Alan Phiel 
Crisman Sydnor Piephoff 
Arnold Edward Pitoniak 
Kevin Lee Pittard, cum laude 
Pat Leigh Pittman, cum laude 
William Cozart Pollard 
John Crittenden Pope IV, magna 

cum laude 
James McDowell Porterfield III 
Richard Andrew Powers, cum laude 
Michael Jerome Pratapas 
Sophia Robin Pressley, cum laude 
Charles Rock Pringle 
David Holland Prothro, cum laude 
Abigail Aurie Pudpud, cum laude 
Daniel Leonhard Purdy, cum laude, 

with honors in German 

and philosophy 
Stacy Ann Pusey, cum laude 
Robert Hugh Raisbeck Jr. 
Jack Risden Randall 
Deborah Rascoe 
Mark Halliday Reaves 
Charles Ray Redmon Jr. 
William Jordan Reece 
Howard Williams Reeves 
Heather Bryan Register, cum laude 
John Landon Reichle, magna 

cum laude 
Eaton Gravely Reid Jr. 
John Francis Reilly Jr. 
Alice Sue Rhoton, magna cum laude 



Joy Lynne Richardson, cum laude 

David Lionel Richmond Jr. 

Cynthia Ann Rink 

Kyle Glenn Roberts 

Victoria Hill Roberts 

Mary Young Robertson 

Rhea Jean Rogers, summa cum laude 

Jeb Stuart Rosebrook 

Anthony Michael Rosser 

Steven Allen Rowe 

Gretchen Kristine Rudolph, cum laude 

Eric Paul Sabiston 

Byron Lee Saintsing, cum laude, 

with honors in economics 
John Umberto Salerno 
Richard Samuel Samet 
Karen Anne Sanko, cum laude 
Jennifer Leigh Sapp 
Eric Franklin Schell 
Gary Lee Schmidt 
Brett Cameron Schnell, cum laude, 

with honors in religion 
Rebecca Victoria Schnitzler 
Kenneth Herbert Schuffenhauer 
Jefferson Gray Scott 
Tony Curtis Scott 
Jay Anthony Scribner 
Gary Michael Sears 
Dedrie Lanier Senter 
Michael Brett Shaw 
Thomas Edward Sherman 
Robert Grant Sherrod Jr. 
Russell Dwight Shilling 
Ann Clark Shirey, magna cum laude 
Leslie Jane Shown, magna cum laude 
Elizabeth Amy Sievert, cum laude 
James L. Sims 
Carolyn Yancey Smith 
Christopher Dean Smith 
Frederick Thomas Smith, magna 

cum laude 
Gordon Reich Smith 
Lisa Caldwell Smith, cum laude 
Robert Lawrence Smith Jr. 
Samara Christine Smith, magna 

cum laude 



188 



Michael Paul Snyder 

Donald Elwood Soles Jr., summa 

cum laude 
George Michael Spencer, cum laude, 

with honors in biology 
Charles Norwood Stephenson 
John Haddon Stephenson, magna 

cum laude 
William Thomas Stewart Jr. 
Chante Lynn Stiers 
Kurt Robert Stockstill, cum laude 
William Ross Stoycos, cum laude 
Charles Dewitt Stratton Jr. 
Montrose Ardius Streeter 
Scott Michael Strickland 
Samuel Timothy Stroupe 
Natalie Kay Stubbs, cum laude 
Matthew Gray Styers Jr., magna 

cum laude 
Melissa Leigh Sue 
Stephen A. Sumner 
William Roy Surrett, magna cum laude 
Laura Gail Swisher 
Cynthia L. Taylor, cum laude 
Frank Burnley Taylor Jr. 
J. Kemper Taylor Jr., cum laude 
John Newton Taylor Jr., magna 

cum laude 
Robert Brown Taylor III 
Karen Lynn Teal 

Lori Ellen Tedesco, magna cum laude 
Tammy Dawn Teems, cum laude 
Lisa Annette Tharrington 
John G. Toms 
Bobby Jay Touchton 
Sharon Lynn Tyndall 
Lori Marie Tysinger 
Willard Howard Upchurch Jr., summa 

cum laude 



Maureen Odilia Vandermaas, 

cum laude, with honors in psychology 
Jeffrey Todd Van Dermark, cum laude 
David Sanford Vandiver III, cum laude 
James Earl VanGorder III 
Valerie Anne Van Slyke, cum laude 
Luis Russell Vela, cum laude 
Ward Alan Virts, cum laude 
Jeffrey Paul Waataja 
Regina Dawn Wagoner, cum laude 
Stephen Thomas Walker, summa 

cum laude 
Jerry McLain Wallace Jr., cum laude 
Willis Jackson Washburn 
John Franklin Webb 
Karl August Welsh 
Gregory Allen Westmoreland 
Lindsay Douglas Wetherill 
Sian RobertsonThomas Wetherill 
Christopher Lawrence White 
Kristin Andrea White, cum laude 
Benjamin Whitehouse, cum laude 
Jacques Sterling Whitfield, cum laude 
Damian John Whitham, cum laude 
Catherine Ruth Wildrick, summa 

cum laude 
Robert Leon Wilkie Jr., cum laude 
Susan Beth Williamson 
Susan Ruth Willit, cum laude 
Kenneth Jacob Wilson Jr., cum laude 
Robert Mark Wilson, cum laude 
Brent Earl Wood, cum laude 
Deborah Ann Wortman, cum laude 
Jamie Dale Yates, cum laude 
Mark Wayne Young, cum laude 
Thomas James Zekan, magna 

cum laude 
Scott Michael Zgoda, cum laude 



Bachelor of Science 



William J. Apicelli 

Daniel Paul Bennett, cum laude 

Bruce Edward Blough 



Katherine Elise Bourne, magna cum laude 

John Lloyd Bracken Jr. 

Anne Preston Bruce, cum laude 



189 



Robert Edmunds Camp, cum laude 
David McKenzie Clark, cum laude, 

with honors in chemistry 
Carolyn Janet Coles, cum laude 
Rebecca Lynn Corts 
Eugene Wayne Covell 
Susan Compton Deal 
Suzan Elizabeth DeBusk, magna 

cum laude 
Margaret Mary Dunleavy, magna 

cum laude 
Lori Ann Durham 
Clifford Saxby Earle 
Scott William Efird, cum laude 
Kimberly Ann Eng 
Douglas S. Esser 

Luther Haywood Eure Jr., cum laude 
K. Gregory Fernlund 
Rebecca Reeves Forrester, cum laude 
Larry Lee Garber Jr., cum laude 
Lynn Ann Gill, summa cum laude 
Cynthia Lynn Griffin 
Marilyn Sue Hayes 
Rhett Byron Herman, cum laude 
Bonnie Louise Hobgood, cum laude 
Jeffrey Scott Hottinger, cum laude 
Marcia L. Imbrogno 
Amelia Kaye Lamb 
Carter H. Lane, cum laude 
William Douglas Lee, summa cum laude 
Linda Lewers 
Kymberley Darlene Long 
Patrick Doyle Lowder, magna cum laude, 

with honors in chemistry 
Russell Allan Mansfield 



Michael C. Maxwell, cum laude 
Gordon Eugene McCray 
Stuart Bruce McGuire, cum laude 
Karen Elizabeth McPhaul, magna 

cum laude 
Jerry Michael Mehaffey 
Howard Hodge Mims Jr., magna 

cum laude 
Susan Kay Morrison, cum laude 
Waleed Yousef Giryes Musallam, 

cum laude 
Stephen Russell Nash, summa cum laude 
Mark Edward Neinast 
Jennifer-Jean Niebuhr 
Julia Colleen Olson, cum laude 
Victoria Garrett Ondis 
Jack Walden Owen II, cum laude 
Bonnie Leigh Owens, cum laude 
Randall Jerome Page, cum laude 
John Hodges Parks, summa cum laude 
Stephanie Leona Rhame, cum laude 
Kelly Luanne Rolen 
Reuben Lemmond Sample Jr. 
Mark Douglas Sandberg, cum laude 
Rebecca Jean Schulz, cum laude 
Margaret F. Smith 
Karen Vanja Sorensen 
Robin Renee Staples, cum laude 
Richard Joseph Strittmatter, cum laude 
Lisa Lynn Torrence 
Thomas Wyatt Townes 
Robert Anthony Tyler, cum laude 
Joseph Mark West 
Felicia Joy Wilson 
Stacy Anne Zatto 



Bachelor of Science 
School of Business and Accountancy 



David Williams Ammons 
Deirdre Emily Anderson 
Karen Elizabeth Anson, cum laude 
Barry Lane Barber, cum laude 
Terry Wayne Bess 



Kim Bissette 
Todd Kenneth Borton 
Philippa Ruth Brack 
J. Robert Bruno Jr. 
Angelia Marie Camp 



Meredith Hendrie Brickmayr, cum laude Martin Craig Carter 



190 

David Christopher Cash, cum laude 

Ann Stokes Cline 

Jan Rocha Coley 

Catherine Cay Cooksey 

Paul Ramon Cuatrecasas 

Kristin Liane Dodge 

Stephen Martin Dodgson, cum laude 

Deborah Jane Draeger 

John Paul Duffy 

David Owen Dyer Jr. 

Sonja Susan Earnhardt 

Leigh Ann Fitzgerald 

Charles James John Fox 

Thurman Allen Gardner Jr. 

David Segrest Gibson 

Nicole Glovier 

David Duncan Hallock Jr., cum laude 

Deborah Shore Hamilton, cum laude 

Lisa Beth Hammann, cum laude 

Elizabeth Diana Hamner 

Mary Elizabeth Hannah 

Kelly Lee Hatfield 

Meredith Scott Hemphill 

Tama Anne Handley 

John Andrew Hillerich IV 

Walter Frederick Hoffman, magna 

cum laude 
Sarah Liane Houston 
Richard Kennedy Jabobs Jr., cum laude 
James Hamilton Jenkins 
Robert Murchison Johnson 
Sanford Peck Johnson 
Michael McConnell Johnston 
Wayne Thomas Jones 
John Oliver Jordan, cum laude 
Susan Lynn Katibah 
William Franklin Kent Jr. 
Edward Michael Kubec 
Peter Francis LeBlanc 
Gordon Edward Lintz 



Sherri Lynne Lovell 

Geoffrey Madden Macturk 

James Hall McCorkle III 

Samuel Edward McKee 

Jeffrey John Mnick 

Deborah Kay Morris, cum laude 

Robert Lee Morrison Jr. 

Troy Armando Muniz, cum laude 

Thomas John Navin 

Sally Rebecca Neal, cum laude 

George Edward Newstedt Jr. 

Arnold Scott Preston 

William Carlton Rary Jr. 

Matthew John Redshaw 

Martha Reid 

Warren Sheldon Reynolds 

David Alan Robertson 

Max Ramsey Rodden, cum laude 

Richard Robert Rubino, cum laude 

David Alan Sager 

Bruce Russell Sidell 

Carolyn Elizabeth Simmons, cum laude 

Robert Carsweil Simons 

Sheila Dianne Smith 

Leigh Irene Stipp, cum laude 

Kimberly Joan Strong, cum laude 

Karl Mikael Svensson 

Suzanne Higby Swanson, cum laude 

Patricia Diane Swart 

Jeffrey Richard Wakely 

Scott Andrew Walters 

Mary Elizabeth Warren, cum laude 

Toni Dianne Wiggs, magna cum laude 

Sharon Denise Wilcox 

Charles Mark Wiley, cum laude 

David Turner Wiley, cum laude 

Susan Skinner Williams 

James Martin Wood, cum laude 

Steven Robert Zielske, cum laude 



191 



August 6, 1985 
Bachelor of Arts 



Richard Brian Attig 

Wade Andrew Banks, cum laude, 

with honors in politics 
Arthur William Blackstock Jr. 
Catherine Phelps Brake 
Christopher Neil Chafin 
Camarra Leigh Cheatwood 
David Mark Cheshier 
James Edward Conyers 
Robert Dorsey Davis III 
Stephanie D. Evans 
Michael Gregory Ferguson 
Lori Wynn Forrester 
James Vincent Geffken 
Jennifer A. Gunn 
James R. Hendricks 
Matthew Charles Howard 
James Robert Johnstone 
Jeffrey Fidler Jordan 
Mary Fresneau Keating 
Laura Catherine Kratt 
Michael Kent Linville 
Colin Paul Meagher 



William James Miller 

Arthur Carlton Motsinger III 

Robert R. Nealy Jr. 

Tony Devaughn Newman 

Vincent Pierre Nuzum 

John Bennett Parker III 

William Robert Passera 

Henry David Robinson 

Kathryn Dean Rogers 

Pamela Lynn Sawers 

Kay Blackwell Shearin, cum laude 

Tuesdy Lee Simms 

Maria Jo Smith, cum laude 

John A. Spicer 

Russell Stuart Stogner, cum laude 

Richard Alton Stone 

Samuel Winslow Sullivan 

Mary Elizabeth Tedford 

Sarah Ashley Thompson 

Timothy John Trainor 

James Bruce Vogelsinger 

Christine Elizabeth Weaver 



August 6, 1985 
Bachelor of Science 



Michael Francis Greene 
Andrew Allen Turnipseed, magna 
cum laude 



August 6, 1985 

Bachelor of Science 

School of Business and Accountancy 



David William Auch 
Terry Lewis Boyd 
Nicholas G. Chmil III 
Charles Neal Cisne III 
Thomas Jefferson Covington IV 



Laura Beth Mills 
Carol Anne Nance 
Glenn Robert Oakes 
Jeffrey Kevin Smith 



192 



December 17, 1985 
Bachelor of Arts 



Caroline Llewellyn Baldwin 
Anne Parker Ballance 
Kendra Ann Beard 
Francois Dominicus Braaksma 
Anne Barbara Brown, magna 

cum laude 
Clover Anne Cunningham 
Caroline Lanier Fishburne, cum laude 
James Crawford Frye III 
Jerry Lee Haas 
John Anderson Harris 
Keeva Pamela Jackson 
Jeffrey Alexander Kendall 
Mary Scott Kirkpatrick 
Frank Damon Kitchen 



William Vincent Lloyd 

Anne Jeanne Marchot, cum laude 

Bruce Mark 

Danny Ray Martin 

Ray D. Mauney Jr. 

Lu Anne McMillan 

Albert Keith Peverall 

Mark Mills Robbins 

Camilla Christine Rodgers 

David Barry Simmons 

Landon Grant Southern 

Hal Hildreth Tanner III 

George Marvin Wallace Jr. 

Kevin Joseph Wieczorek 

Amanda Carole Worsham 



December 17, 1985 
Bachelor of Science 



Neal Bepko 

Lorraine Mae Butterfield 
Jon Michael Graham 
Ralph Norman Hill 
Mark William Kirchner 



Mary Elizabeth Kontos 
Keith Rayner Massey, cum laude 
Kimberly Carol Saieed 
Alexander Manson Waite 



December 17, 1985 

Bachelor of Science 

School of Business and Accountancy 



Leigh Danielle Bordeaux 
Renee Minor Carter 
William Odell Cox Jr. 
Mark Edward Henry 



Christopher B. Leak 
Richard Michael Lever Jr. 
Daniel William Winzeler 
Craig Michael Wright 



193 



Honor Societies 



Omicron Delta Kappa 

Members of the Class of 1985 

Rebecca May Almon Heather Bryan Register 

Kimberly Janet Boatwright William Ross Stoycos 

Vance Franklin Brown W. Howard Upchurch Jr. 

Cynthia Jean Clifford Catherine Ruth Wildrick 

Troy Armando Muniz Brent Earl Wood 
Bonnie Leigh Owens 



Mortar Board 



Betsy Ann Atkins 
Katherine Elise Bourne 
Peter Danny Copeland 
David Kelly Gregory 
Lisa Beth Hammann 
Laurie Lynn Howell 



Members of the Class of 1985 

Allen McKenzie Johnson 
Daniel Leonhard Purdy 
John Landon Reichle 
Stephanie Leona Rhame 
John Newton Taylor Jr. 



Omicron Delta Kappa and Mortar Board 



Jerry Burton Banks II 
Elizabeth Anne Bowles 
Larry Lee Garber Jr. 
James Allen Garrison 



Members of the Class of 1985 

Debra Lynn Turner Hudson 
Matthew Gray Styers Jr. 
James M. Wood 



Phi Beta Kappa 



Members 
Rebecca May Almon 
William De Araujo 
Shelley Patricia Bame 
Mark Peter Bergstrom 
Mary Lynn Bird 
Kimberly Janet Boatwright 
Linda Ruth Boone 
Katherine Elise Bourne 



of the Class of 1985 

Elizabeth Anne Bowles 
Anne Barbara Brown 
Vance Franklin Brown 
Karen Lynn Bryant 
Harry Bernard Campbell II 
Lisa Camille Campisano 
Benjamin Souther Citrin 
Suzan Elizabeth DeBusk 



194 



Margaret Mary Dunleavy 
Susan Virginia Earwood 
Deborah Louise Ellis 
Arnold Bradley Fagg 
Raymond Benjamin Farrow III 
Lori Diane Foulke 
James Allen Garrison 
Lynn Ann Gill 
Robert Hale Gipe 
David Kelly Gregory 
Walter Frederick Hoffman 
Elizabeth Anne Janeway 
William Douglas Lee 
Patrick Doyle Lowder 
Cara Dawn Macon 
Stephen Dwight McGrady 
Edgar Vernon McKnight 
Karen Elizabeth McPhaul 
Howard Hodge Mims Jr. 
Stephen Russell Nash 
Martha Katherine Nichols 



Robert Frederick Noel Jr. 
Shawn William Pancyrz 
John Hodges Parks 
Jeffrey McBrayer Peterson- 
Kevin Lee Pittard 
John Crittenden Pope IV 
John Landon Reichle 
Alice Sue Rhoton 
Rhea Jean Rogers 
Ann Clark Shirey 
Leslie Jane Shown 
Samara Christine Smith 
Donald Elwood Soles Jr. 
John Haddon Stephenson 
Matthew Gray Styers Jr. 
John Newton Taylor Jr. 
Lori Ellen Tedesco 
Willard Howard Upchurch Jr. 
Stephen Thomas Walker 
Toni Dianne Wiggs 
Catherine Ruth Wildrick 




Enrollment 



195 



The Undergraduate Schools 

Seniors 

Juniors 

Sophomores 

Freshmen 

Unclassified 

Total 



Fall 1985 






Men 


Women 


Total 


438 


287 


725 


490 


347 


837 


479 


348 


827 


515 


422 


937 


12 


18 


30 



1,934 



1,422 



3,356 



The Graduate School 

(Reynolda Campus) 
Master's Program 
Doctoral Program 
Unclassified 

Total 



72 


151 


223 


11 


2 


13 


7 


45 


52 



90 



198 



288 



The Graduate School 

(Hawthorne Campus) 
Master's Program 
Doctoral Program 
Unclassified 

Total 

The School of Law 



6 


7 


13 


44 


35 


79 


2 


6 
48 


8 


52 


100 


321 


177 


498 



The Babcock Graduate 
School of Management 

Master's Program 
Executive Program 

Total 



131 

65 



196 



54 

21 



7S 



185 
86 



271 



The Bowman Gray 
School of Medicine 

Allied Health Programs 



291 
48 



171 
70 



462 
118 



Total 



2,932 



2,161 



5,093 



196 



Geographic Distribution — Undergraduates 



Alabama 

Alaska 

Arizona 

Arkansas 

California 

Colorado 

Connecticut 

Delaware 

District of Columbia 

Florida 

Georgia 

Hawaii 

Idaho 

Illinois 

Indiana 

Iowa 

Kansas 

Kentucky 

Louisiana 

Maine 

Maryland 

Massachusetts 

Michigan 

Minnesota 

Mississippi 

Missouri 

Montana 

Nebraska 

Nevada 

New Hampshire 

New Jersey 

New Mexico 

New York 

North Carolina 

North Dakota 

Ohio 

Oklahoma 

Oregon 

Pennsylvania 

Rhode Island 

South Carolina 

South Dakota 

Tennessee 



Men 


Women 


Total 


13 


12 


25 


1 





1 


3 





3 





2 


2 


16 


1 


17 


1 


2 


3 


45 


13 


58 


19 


7 


26 


3 


3 


6 


127 


84 


211 


91 


71 


162 


1 





1 











20 


11 


31 


6 


4 


10 


1 





1 


2 


3 


5 


19 


22 


41 


4 


3 


7 


3 





3 


100 


60 


160 


29 


12 


41 


12 


6 


18 


4 


3 


7 


2 





2 


8 


3 


11 


2 





2 


2 


1 


3 











7 





7 


92 


41 


133 


1 





1 


108 


36 


144 


695 


698 


1,393 











48 


27 


75 


1 


1 


2 


2 


1 


3 


94 


36 


130 


6 





6 


60 


43 


103 











37 


25 


62 



197 



Texas 


6 


6 


12 


United States Territories 


1 





1 


Utah 











Vermont 











Virginia 


183 


134 


317 


Washington 
West Virginia 


1 
36 


2 
26 


3 

62 


Wisconsin 


3 


4 


7 


Wyoming 



Other Countries 










Men 


Women 


Total 


Bahamas 





1 


1 


Belgium 
Brazil 


1 






1 


1 
1 


Canada 





2 


2 


Colombia 





1 


1 


Dominican Republic 
Greece 







2 
1 


2 

1 


Ireland 


1 





1 


Italy 

Japan 

Mexico 


1 
1 

2 


1 





2 

1 
2 


Netherlands 


1 


1 


2 


Nigeria 
Pakistan 




1 


1 
(1 


1 



Peru 


1 





1 


Phillipines 
Saudi Arabia 


1 






1 


1 
1 


South Africa 


2 


1 


3 


Spain 
Sweden 


1 
1 


(1 




l 
1 


Switzerland 





1 


1 


United Kingdom 


3 


2 


5 


West German Federal Republi 


ic 1 


2 


3 



198 

The Board of Trustees 

Terms Expiring December 31, 1986 

Polly L. Blackwell, Winston- Salem James Johnson, Rowland 

W. Henry Crouch, Charlotte L. Glenn Orr Jr., Winston-Salem, 

Ronald Deal, Hickory Arnold Palmer, Youngstown, 

Gloria Flippin Graham, Wilson Pennsylvania 

Charles L. Snipes, Goldsboro 

Terms Expiring December 31, 1987 

Joseph Branch, Raleigh Constance F. Gray, Winston-Salem 

Louise Broyhill, Washington, DC William W Leathers III, 

D. Wayne Calloway, Purchase, Rockingham 

New York W. Harold Mitchell, Valdese 

Frank R. Campbell, Statesville D. E. Ward Jr., Lumberton 

Richard A. Williams, Newton 

Terms Expiring December 31, 1988 

Clifton L. Benson Jr., Raleigh James E. Johnson Jr., Charlotte 

Charles W Cheek, Greensboro Russell W Meyer Jr., Wichita, 
Linda Carol Colwell, Winston-Salem Kansas 

Thomas H. Davis, Winston-Salem Zachary T. Smith, Winston-Salem 

C. C. Hope Jr., Charlotte Lonnie B. Williams, Wilmington 

Terms Expiring December 31, 1989 

Albert L. Butler, Jr., Winston-Salem John G. Medlin Jr., Winston-Salem 

Austine O. Evans, Ahoskie W. Boyd Owen, Waynesville 

Lawrence D. Hopkins, Winston-Salem J. Guy Revelle Jr., Murfreesboro 

Peter Kulynych, Wilkesboro M. Mahan Siler Jr., Raleigh 

James W. Mason, Laurinburg Barbara D. Whiteman, Raleigh 



Officers 

(For one-year terms beginning January 1, 1986) 

Joseph Branch, Raleigh, Chairman 

L. Glenn Orr Jr., Lumberton, Vice-Chairman 

Leon H. Corbett Jr., Winston-Salem, University Counsel and University Secretary 

and Secretary to the Board of Trustees 
John G. Williard, Winston-Salem, Treasurer and Assistant Secretary 
Womble Carlyle Sandridge & Rice, Winston-Salem, General Counsel 



199 

The Board of Visitors 

Arnold Palmer, Youngstown, Pennsylvania 
Chairman, University Board of Visitors 

Hubert Humphrey, Greensboro 
Chairman, College Board of Visitors 

Wake Forest College and Graduate School 

Terms Expiring December 31, 1986 

Diana Moon Adams, Bartlesville, Paul P., Griffin, Boston, Massachusetts 

Oklahoma Harold T. P. Hayes, Beverly Hills, 

Kenneth G. Adams, Bartlesville, California 

Oklahoma Albert R. Hunt Jr., Washington, DC 

Samuel H. Adler, Rochester, New York Martin Mayer, New York, New York 

Ralph Ellison, New York, New York Eugene Owens, Charlotte 

Terms Expiring December 31, 1987 

Charles Blitzer, Research Triangle Park Charles U. Harris, Delaplane, Virginia 

John Chandler, Washington, DC Lawrence D. Hopkins, Winston-Salem 

Barbara Massey Clark, Brentwood Hubert Humphrey, Greensboro 

Tennessee Roberto J. Hunter, Scarsdale, New York 

Edward E. Crutchfield Jr., Charlotte Jeanette W. Hyde, Raleigh 

Merrimon Cuniggim, Jean F. Lybrook, Clemmons 

Winston-Salem James Alfred Martin, Roxboro 

Arthur E. Earley, Cleveland, Ohio Russell W. Meyer Jr., Wichita, Kansas 

Bill Greene Jr., Elizabethton, John R. Reardon, Santa Fe, 

Tennessee New Mexico 

Zachary T. Smith, Winston-Salem 

Terms Expiring December 31, 1988 

Thomas M. Belk, Charlotte Stanley Frank, Greensboro 

Connie Brothers, Nashville, Tennessee Deborah Small Harris, Charlotte 
David Bryant, Charleston, West Virginia Nancy Kester, New York, New York 
Jere A. Drummond, Charlotte John F. McNair, Winston-Salem 

Frank Forsyth, Winston-Salem Edwin S. Melvin, Greensboro 

Barbara Babcock Millhouse, New York, New York 

Terms Expiring December 31, 1989 

Elizabeth Bagley, Washington, DC Gillian Lindt, New York, New York 

Germaine Bree, Winston-Salem Robert Maloy, Washington, DC 

Herbert Brenner, Winston-Salem Ed Pleasants, Winston-Salem 

F. Hudnall Christopher, Winston-Salem Frances Pugh, Raleigh 

James B. Hunt, Raleigh K. Wayne Smith, Chicago, Illinois 

Thomas W. Lambeth, Winston-Salem Judy Woodruff, Washington, DC 



200 



Ex Officio Members 

Adelaide A. Sink, President, Alumni Council, Miami, Florida 
Constance F. Gray, Trustee Liaison, Winston-Salem 




Provost and Professor of English Edwin G. Wilson 



School of Business and Accountancy 



201 



Advisory Council 



Jan W. Blackford, Greensboro 
Paul J. Breitbach, Winston-Salem 
Wallace J. Conner, Newport 
Loyd R. Daniel Jr., Winston-Salem 
Marvin D. Gentry, King 
Ray C. Hunt Jr., Charlottesville, VA 
W Eugene Johnston III, Greensboro 
J. Leonard Martin, Winston-Salem 
Michael S. Michalec, Winston-Salem 



Robert E. Moore, Greensboro 
Craven B. Page, Winston-Salem 
David C. Rose, Henderson 
John D. Royster, Winston-Salem 
William H. Snow, Winston-Salem 
S. Gray Steifel Jr., Greensboro 
Robert Stanley Vaughan Sr., Charlotte 
Boyce R. Wilson Sr., Winston-Salem 
Phillip W Wilson, Greensboro 




Dean of the College Thomas E. Mullen 



202 



The Administration 



Date following name indicates year of appointment 



University 



Thomas K. Hearn Jr. (1983) President 

BA, Birmingham-Southern; BD, Southern Baptist Seminary; 
PhD, Vanderbilt; LHD, Alabama-Birmingham 

Edwin Graves Wilson (1946, 1951) Provost 

BA, Wake Forest; AM, PhD, Harvard 

Laura Christian Ford (1984) Associate Provost 

BA, Wake Forest; EdM, JD, Virginia; AM, PhD, Princeton 



Richard Janeway (1966) 
BA, Colgate; 
MD, Pennsylvania 

John G. Williard (1958) 



Vice President for Health Affairs and 

Executive Dean of the 

Bowman Gray School of Medicine 

Vice President and Treasurer 



BS, North Carolina (Chapel Hill); CPA, North Carolina 

John P. Anderson (1984) Vice President for Administration 

BS, MS, PhD, Georgia Institute of Technology; and Planning 

MBA, Alabama-Birmingham 



G. William Joyner Jr. (1969) 
BA, Wake Forest 

Russell H. Brantley Jr. (1953) 
BA, Wake Forest 

Leon Corbett (1968) 

BA, JD, Wake Forest 



Vice President for University Relations 

Assistant to the President and 
Director of Communications 

University Counsel 
and Secretary of the University 



College 

Thomas E. Mullen (1957) 

BA, Rollins; MA, PhD, Emory 

Toby A. Hale (1970) 

BA, Wake Forest; MDiv, Duke; EdD, Indiana 

Patricia Adams Johansson (1969) 

BA, Winston-Salem State; MA, Wake Forest 

William S. Hamilton (1983) 
BA, MA, PhD, Yale 



Dean of the College 
Associate Dean 
Assistant Dean 
Assistant Dean 



Graduate School 

Gerald W. Esch (1965) 

BS, Colorado College; MS, PhD, Oklahoma 



Dean of the Graduate School 



203 

School of Law 

John D. Scarlett (1955, 1979) Dean of the School of Law 

BA, Catawba; JD, Harvard 

Kenneth A. Zick II (1975) Associate Dean, Academic Affairs 

BA, Albion; JD, Wayne State; MLS, Michigan 

James Taylor Jr. (1983) Associate Dean, External Affairs 

BA, Wake Forest; JD, North Carolina (Chapel Hill) 

Lloyd K. Rector (1984) Director of Continuing Legal Education 

BS, JD, Wake Forest 

Melanie E. Nutt (1969) Director of Admissions and Financial Aid 

Jean K. Hooks (1970) Director of Computer Services 

and Administration 

Linda J. Michalski (1984) Director of Professional and 

BS, North Carolina (Greensboro) Public Relations 

Deanna S. Grant (1976) Registrar 

Diana V. Clarke (1983) Placement Officer 

BA, Ursinus 

Hugh W. Divine (1982) Director of Legal Writing Programs 

BS, Georgia College; MA, Louisiana State; JD, Emory; 
LLM, SJD Michigan 



Babcock Graduate School of Management 

Robert W. Shively (1970, 1982) Dean of Babcock Graduate School 

BA, Colgate; MEd, Harvard; PhD, Cornell of Management 

James M. Clapper (1975) Associate Dean and Director of the Institute 

BS, MS, Rensselaer; for Executive Education 

PhD, Massachusetts Institute of Technology 

Jean B. Hopson (1970) Assistant Dean 

BA, Murray State; MS in LS, George Peabody; and Librarian 

MBA, Wake Forest 

James G. Ptaszynski (1984) Director of Admissions 

BA, North Carolina (Chapel Hill); and Financial Aid 

MS, Shippensburg 

J. Timothy Heames (1983) Director of MBA Executive Program 

BS, Youngstown State; MS, Carnegie-Mellon 

Brooke A. Saladin (1983) Director of Resident MBA Program 

BS, PhD, Ohio State; MBA, Bowling Green 

M. Willisia Holbrook (1982) Assistant Dean for External Relations 

BA, Mercer; and Director of Career Planning 

MEd, EdD, Georgia and Placement 



204 

Bowman Gray School of Medicine 

Richard Janeway (1966) Vice President for Health Affairs 

BA, Colgate; MD, Pennsylvania and Executive Dean 

Fairfield Goodale (1984) Associate Vice President for Health Affairs 

MD, Western Reserve and Dean 

Nat E. Smith (1976) Associate Dean 

BA, Erskine; MD, Georgia 

J. Kiffin Penry (1979) Associate Dean for Research Development 

BS, MD, Wake Forest 

Paul Waugaman (1985) Assistant Dean for Research Administration 

BA, MA, American; MPA, Indiana 

Warren H. Kennedy (1971) Associate Dean for Administration and 

BBA, Houston Director, Division of Resource Management 

John D. Tolmie (1970) Associate Dean for Student Affairs 

BA, Hobart; MD, McGill 

Emery C. Miller Jr. (1955) Associate Dean for Continuing Education 

BA, North Carolina (Chapel Hill); MD, Johns Hopkins 

Lewis H. Nelson (1976) Associate Dean for Admissions 

BA, North Carolina State; MD, Wake Forest 

Palmer A. Dalesandro Associate Dean for Information Services 

AB, Villanova 

James C. Leist (1974) Assistant Dean for Continuing Education 

BS, Southeastern Missouri State; MS, EdD, Indiana 

Lawrence D. Smith (1983) Assistant Dean for Research Development 

BS, MS, Illinois 

J. Dennis Hoban (1978) Director of the Office of 

BA, Villanova; MS, EdD, Indiana Educational Research and Services 

Velma G. Watts (1983) Director of Minority Affairs 

BS, MA, North Carolina A & T; 
MEd, North Carolina (Chapel Hill); PhD, Duke 

Russell E. Armistead Jr. (1976) Director of Department of Clinics 

BS, Virginia Polytechnic; MBA, Wake Forest 



School of Business and Accountancy 

Thomas C. Taylor (1971) Dean of the School of Business 

BS, MA, North Carolina (Chapel Hill); and Accountancy 

PhD, Douisiana State; CPA, North Carolina 

Ralph B. Tower (1980) Coordinator of Accountancy Program 

BA, PhD, North Carolina (Chapel Hill); MBA, Cornell 

Stephen Ewing (1971) Coordinator of Business Program 

BS, Howard Payne; MBA, Baylor; DBA, Texas Tech 



205 



Summer Session 



Percival Perry (1939, 1947) Dean of the Summer Session 

BA, Wake Forest; MA, Rutgers; PhD, Duke 

Planning and Administration 

John P. Anderson (1984) Vice President for Administration 

BS, MS, PhD, Georgia Institute of Technology; and Planning 

MBA, Alabama-Birmingham 

Lula M. Leake (1964) Assistant Vice President for 

BA, Louisiana State; Administration and Planning 

MRE, Southern Baptist Seminary 

Ross A. Griffith (1966) Planning Analyst and Director 

BS, Wake Forest; of Space Management 

MEd, North Carolina (Greensboro) 

Larry R. Henson (1981) Director of the Computer Center 

BA, Berea; MS, Missouri 

Ben M. Seelbinder (1959) Director of Records and 

BA, Mississippi Delta State; Institutional Research 

MA, PhD, North Carolina (Chapel Hill) 

Margaret R. Perry (1947) Registrar 

BS, South Carolina 

Student Services 

John P. Anderson (1984) Vice President for Administration 

BS, MS, PhD, Georgia Institute of Technology; and Planning 

MBA, Alabama-Birmingham 

Brian M. Austin (1975) Assistant Vice President for Student Affairs 

BA, Monmouth; MSEd, PhD, Southern Illinois 

Mark H. Reece (1956) Dean of Students 

BS, Wake Forest 

Shannon E. Browne (1984) Assistant Dean of Students 

BA, MEd, EdF, Virginia 

Michael Ford (1981) Associate Dean of Students for Student Development 

BA, Wake Forest; MDiv, Gordon-Conwell Theological Seminary 

Mary T. Beil (1985) Director of the Student Union 

BA, Hiram; MEd, Kent State 

Edgar D. Christman (1956, 1961) Chaplain 

BA, JD, Wake Forest; BD, Southeastern Baptist Seminary; 
STM, Union Seminary 

Edward R. Cunnings (1974) Director of Housing 

BSM, MEd, St. Lawrence 

N. Rick Heatley (1970) Director of Career Planning and Placement 

BA, Baylor; MA, PhD, Texas 



206 



Carol A. Tenhagen (1985) 
BS, MS, Florida State 

Marianne Schubert (1977) 

BA, Dayton; MA, PhD, Southern Illinois 

Mary Ann H. Taylor (1961, 1978) 
' BS, MD, Wake Forest 



Assistant Director of 
Career Planning and Placement 

Assistant Director of the University 
Counseling Center 

Director of University Student 
Health Services 



Campus Ministry 

Edgar D. Christman (1956, 1961) 

BA, JD, Wake Forest; BD, Southeastern Baptist Seminary; 
STM, Union Seminary 

David L. Fouche (1982) 
BA, Furman; 
MDiv, Southeastern Baptist Seminary 



Chaplain 



Assistant Chaplain and 
Baptist Campus Minister 



Records and Institutional Research 



Ben M. Seelbinder (1959) 

BA, Mississippi Delta State; 

MA, PhD, North Carolina (Chapel Hill) 

Margaret R. Perry (1947) 
BS, South Carolina 

Hallie S. Arrington (1977) 
BA, Wake Forest 



Director of Records and 
Institutional Research 



Registrar 
Assistant Registrar 



Larry R. Henson (1981) 

BA, Berea; MS, Missouri 



Computer Center 



Director of the Computer Center 



James L. Ferrell (1975) 



Personnel 



BA, North Carolina (Chapel Hill); MS, Virginia Commonwealth 



Director of Personnel 



Wuliam C Starling (1958) 
BBA, Wake Forest 

Shirley P. Hamrick (1957) 

BA, North Carolina (Chapel Hill); 
MA in Ed, Wake Forest 

W. Douglas Bland (1975) 

BA, MA in Ed, Wake Forest 

Thomas O. Phillips (1982) 
BA, MA, Wake Forest 



Admissions and Financial Aid 

Director of Admissions and Financial Aid 



Associate Director of Admissions 



Assistant Director of Admissions and 
Financial Aid 

Assistant Director of Admissions and 
Scholarship Officer 



207 



Martha Allman (1982) 
BA, Wake Forest 

Wayne E. Johnson (1985) 

BA, Northwestern; JD, Wake Forest 

Alfonso McMillian Jr. (1984) 
BA, Wake Forest 

Katherine G. Rand (1984) 
BA, Wake Forest 



Assistant Director of Admissions 
Admissions Counselor 
Admissions Counselor 
Admissions Counselor 



Career Planning and Placement 



N. Rick Heatley (1970) 

BA, Baylor; MA, PhD, Texas 

Carol A. Tenhagen (1985) 
BS, MS, Florida State 



Director of Career Planning 
and Placement 

Assistant Director of Career Planning 
and Placement 



Communications and Publications 



Russell H. Brantley Jr. (1953) 
BA, Wake Forest 

Jane Naylor Roberson (1961) 
BA, Wake Forest 

Martha W. Lentz (1973) 



Assistant to the President and 
Director of Communications 

Assistant Director of Communications 



BA, North Carolina (Chapel Hill); MBA, Wake Forest 



University Publications Editor 



Terry Hydell (1982) 
BA, Oberlin 



Magazine Editor and Associate University 
Publications Editor 



University Relations 



G. William Joyner Jr. (1969) 
BA, Wake Forest 



Vice President for University Relations 



Julius H. Corpening (1969) Assistant Vice President for Development 

BA, Wake Forest; BD, Southern Baptist Seminary 



Robert D. Mills (1972) 

BA, MBA, Wake Forest 

Minta Aycock McNally (1978) 
BA, Wake Forest 

Robert T. Baker (1978) 

BA, MS, George Peabody 

Elizabeth Bass (1985) 
BA, Wake Forest 

Gareth Clement (1985) 
BA, Wake Forest 



Assistant Vice President and 
Director of Alumni Activities 

Assistant to the Vice President 
for University Relations 

Director of Corporate Relations and 
the Babcock Fund 

Development Officer 
Staff Writer 



208 



Sandra C. Connor (1981) 

BA, North Carolina (Charlotte); 
MEd, Converse 

Lyne S. Gamble (1978) 
BA, Millsaps 

Kimberly R. Waller (1985) 
BA, Wake Forest 

James R. Bullock (1985) 
BA, Wake Forest 

Molly Welles Lineberger (1983) 
BA, Wake Forest 

Kay Doenges Lord (1985) 
BA, Wake Forest 

Claudia A. Stitt (1978) 

BS, East Tennessee State 

Robert D. Thompson (1982) 
BA, Wake Forest 

Henry B. Stokes (1977) 

BA, Wake Forest; ThB, Southern 



Director of Foundation Relations and Faculty 
Research Development 

Director of Lawyer Alumni Activities 

Grants and Contracts Officer 

Assistant Director of Alumni Activities 

College Fund Officer 

Alumni Officer 

Director of Records and Support Services 

Director of the College Fund 

Director of Denominational Relations 
Baptist Seminary 



Graylyn Conference Center 



General Manager and Director of the 
Graylyn Conference Center 

Assistant Director of the 
Graylyn Conference Center 



Financial Affairs 



Thomas P. Gilsenan (1985) 
BS, California (Berkeley) 

Jane Rachlin (1984) 



John G. Williard (1958) 

BS, North Carolina (Chapel Hill); CPA, North Carolina 

Carlos O. Holder (1969) Controller and Assistant Treasurer 

BBA, MBA, Wake Forest 

W. Derald Hagen (1978) Assistant Controller 

BS, Virginia Polytechnic 



Vice President and Treasurer 



Libraries 

Merrill G. Berthrong (1964) 

BA, Tufts; MA, Fletcher; PhD, Pennsylvania 

Richard J. Murdoch (1966) 

BA, Pennsylvania Military; 
MS in LS, Villanova 

Thomas M. Steele (1985) 

BA, Oklahoma State; MLS, Oregon; JD, Texas 



Director of Libraries 

Assistant to the Director and 
Curator of Rare Books 

Director of Law Library Services 



209 



Jean B. Hopson (1970) Librarian of the Babcock Graduate 

BS in Ed, Murray State; School of Management 

MS in LS, George Peabody; MBA, Wake Forest; PhD, Vanderbilt 

Michael D. Sprinkle (1972) Director, Coy C. Carpenter Library, 

BA, MS in LS, North Carolina (Chapel Hill) Bowman Gray 

School of Medicine 



Athletics 

G. Eugene Hooks (1956) Director of Athletics 

BS, Wake Forest; MEd, North Carolina (Chapel Hill); 
EdD, George Peabody 

Dorothy Casey (1949) Director of Women's Athletics 

BS, North Carolina (Greensboro); 
MA, North Carolina (Chapel Hill) 



Public Services 

T. Cleve Callison (1982) WFDD Station Manager 

BA, Duke; MA, PhD, Wisconsin (Madison) 



Other Administrative Offices 

Nicholas B. Bragg (1970) Executive Director of Reynolda House 

BA, Wake Forest 

T. Cleve Callison (1982) WFDD Station Manager 

BA, Duke; MA, PhD, Wisconsin (Madison) 

Audrey L. Carr (1983) Director of the Educational Media Center 

BA, MA, Wake Forest 

Richard T. Clay (1956) Director of University Stores 

BBA, Wake Forest 

Thomas M. Elmore (1962) Director of Counselor Education 

BA, Wake Forest; MA, George Peabody; PhD, Ohio State 

Victor Faccinto (1978) Director of the Art Gallery 

BA, MA, California 

Brian Gorelick (1984) Director of Choral Ensembles 

BA, Yale; MM, Wisconsin-Madison 

Paul M. Gross Jr. (1959) Coordinator of the Honors Program 

BS, Duke; PhD, Brown 

David W. Hadley (1966) Coordinator of London Programs 

BA, Wake Forest; AM, PhD, Harvard 

Beth N. Hopkins (1985) Staff Attorney and Equal Opportunity Officer 

BA, Wake Forest; JD, William and Mary 

Suzette J. Leftwich (1981) Director of Minority Affairs 

BA, Wake Forest 



210 



John H. Litcher (1973) 

BS, Winona State; MA, PhD, Minnesota 

J. Rodney Meyer (1980) 

BA, Brown; MA, PhD, Minnesota 

Harold S. Moore (1953) 
BME, Virginia 

James Reid Morgan (1980) 
BA, JD, Wake Forest 

Martin Province (1982) 
BA, Wake Forest 

Linda B. Robertson (1983) 

BA, Rice; MA, PhD, Brown 

Irene M. Smith (1985) 

BA, MS, Florida State 

Ross Smith (1984) 

BA, Wake Forest 

Harold C. Tedford (1965) 

BA, Ouchita; MA, Arkansas; PhD, Louisiana State 



Director of Teacher Education 

Activities and Information 
Management Director 

Director of the Physical Plant 

Assistant University Counsel 

Assistant Director of Instrumental Ensembles 
and Director of Bands 

Curator, Museum of Man 

Curator of Slides and Prints 

Debate Coach 

Director of Theatre 



George William Trautwein (1983) 
BMus, Oberlin; 

MMus, Cleveland Institute of Music; 
MusD, Indiana 

Robert L. Utley Jr. (1978) 

BA, Wake Forest; MA, PhD, Duke 

Jeanne P. Whitman (1983) 

BA, Wake Forest; MA, Virginia 

Donald H. Wolfe (1968) 

BS, MS, Southern Illinois; PhD, Cornell 



Director of Instrumental Ensembles 
and Director of the Artists Series 



Director of the Tocqueville Forum 

Assistant to the Provost 

Associate Director of Theatre 




Gallery in Scales Fine Arts Center 



211 



The Undergraduate Faculties 



Date following name indicates year o,f appointment 

Peter J. Adolf (1983) Assistant Professor of Military Science 

BA, St. Bonaventure; MS, Southern California 

Umit Akinc (1982) Associate Professor of Business 

BS, Middle East Technical (Turkey); 
MBA, Florida State; PhD, North Carolina (Chapel Hill) 

Brian Allen (1977) Lecturer in Art (London) 

BA, East Anglia; MA, PhD, London (Part-time, Spring 1986) 

Charles M. Allen (1941) Professor of Biology 

BS, MS, Wake Forest; PhD, Duke 

Nina Stromgren Allen (1984) Associate Professor of Biology 

BS, Wisconsin; MS, PhD, Maryland 

Ralph D. Amen (1962) Professor of Biology 

BA, MA, Northern Colorado; MBS, PhD, Colorado 

John P. Anderson (1984) Vice President for Administration 

BS, MS, PhD, Georgia Institute of Technology; and Planning 

MBA, Alabama-Birmingham 

John L. Andronica (1969) Associate Professor of Classical Languages 

BA, Holy Cross; MA, Boston College; PhD, Johns Hopkins 

John William Angell (1955) Professor of Religion 

BA, Wake Forest; STM, Andover Newton; 
ThM, PhD, Southern Baptist Seminary 

Maya Angelou (1982) Reynolds Professor of American Studies 

LittD, Smith, Lawrence, Columbia College (Chicago), Atlanta, Wheaton; 
LHD, Mills, Wake Forest, Occidental, Arkansas, Claremont, Kean 

Bianca Artom (1975) Lecturer in Romance Languages 

Brian M. Austin (1975) Lecturer in Psychology 

BA, Monmouth; PhD, Southern Illinois 

E. Pendleton Banks (1954) Professor of Anthropology 

BA, Furman; AM, PhD, Harvard 

Sarah E. Barbour (1985) Visiting Assistant Professor of 

BA, Maryville; MA, Paris; AiD, Cornell Romance Languges 

James P. Barefield (1963) Associate Professor of History 

BA, MA, Rice; PhD, Johns Hopkins 

Richard C. Barnett (1961) Professor of History 

BA, Wake Forest; MEd, PhD, North Carolina (Chapel Hill) 

John V. Baxley (1968) Professor of Mathematics 

BS, MS, Georgia Tech; PhD, Wisconsin 

H. Kenneth Bechtel (1981) Visiting Assistant Professor of Sociology 

BA, MA, North Dakota; PhD, Southern Illinois 



212 



Robert C. Beck (1959) 
BA, PhD, Illinois 

Donald B. Bergey (1978) 
BS, MA, Wake Forest 



Professor of Psychology 

Instructor in Health and Sport Science 
(Part-time) 

Michael J. Berry (1985) Assistant Professor of Health and Sport Science 

BS, Jacksonville State; MA, Southeastern Louisiana; 
PhD, Texas A&M 

Merrill G. Berthrong (1964) Associate Professor of History 

BA, Tufts; MA, Fletcher; PhD, Pennsylvania 

Deborah L. Best (1972, 1978) Associate Professor of Psychology 

BA, MA, Wake Forest; PhD, North Carolina (Chapel Hill) 



David Bindman (1977) 

BA, MA, Oxford; PhD, Courtauld 

Susan Harden Borwick (1982) 



BM, BME, Baylor; PhD, North Carolina (Chapel Hill) 



Lecturer in Art History (London) 
" (Part-time) 

Associate Professor of Music 



Stephen B. Boyd (1985) 



Assistant Professor of Religion 



BA, Tennessee; MDiv, ThD, Harvard Divinity School 

Visiting Assistant Professor of English 



Randy Brandes (1985) 

BA, Hanover; MA, PhD, Emory 

Robert W. Brehme (1959) 

BS, Roanoke; MS, PhD, North Carolina 

Carole L. Browne (1980) 

BS, Hartford; PhD, Syracuse 

Robert A. Browne (1980) 

BS, MS, Dayton; PhD, Syracuse 

David B. Broyles (1966) 

BA, Chicago; BA, Florida; 

MA, PhD, California (Los Angeles) 

George McLeod Bryan (1956) 

BA, MA, Wake Forest; BD, PhD, Yale 

Shasta M. Bryant (1966) 

BA, MA, PhD, North Carolina (Chapel Hill) 

Julian C. Burroughs Jr. (1958) 

BA, Wake Forest; MA, PhD, Michigan 



Professor of Physics 
Assistant Professor of Biology 
Assistant Professor of Biology 
Associate Professor of Politics 

Professor of Religion 

Professor of Romance Languages 

Professor of Speech Communication 



Richard D. Carmichael (1971) 

BS, Wake Forest; MA, PhD, Duke 

Christa G. Carollo (1985) 

BA, North Carolina (Greensboro); MA, Duke 

John A. Carter Jr. (1961) 

BA, Virginia; MA, PhD, Princeton 

Stewart Carter (1982) 

BME, Kansas; MS, Illinois; PhD, Stanford 



Professor of Mathematics 

Instructor in German 
(Part-time) 

Professor of English 
Assistant Professor of Music 



213 



Dorothy Casey (1949) 

BS, North Carolina (Greensboro); 
MA, North Carolina (Chapel Hill) 

David W. Catron (1963) 

BA, Furman; PhD, George Peabody 

Jonathan Hugo Christman (1983) 
AB, Franklin and Marshall 



Barbara A. Clark (1984) 

AB, St. Elizabeth; MA, SUNY (Binghamton) 

Maxine L. Clark (1980) 

BA, Cincinnati; AM, PhD, Illinois 



Associate Professor of Health and Sport Science 



Associate Professor of Psychology 

Lecturer in Speech Communication 

and Theatre Arts 

(Part-time) 

Instructor in Romance Languages 
Associate Professor of Psychology 
Associate Professor of Religion 



Instructor in Mathematics 



Assistant Professor of Art 



John E. Collins (1970) 

BS, MS, Tennessee; BD, Southeastern Baptist Seminary; 
PhD, Princeton 

Jule M. Connolly (1985) 

BA, North Carolina (Chapel Hill); MEd, South Carolina 

Gary A. Cook (1975) 

BFA, Michigan State; MFA, Northern Illinois 

Leon P. Cook Jr. (1957) Associate Professor of Accountancy 

BS, Virginia Polytechnic; MS, Tennessee; CPA, Arkansas 

Nancy J. Cotton (1977) 

BA, Texas; MA, Wisconsin; PhD, Columbia 

Cyclone Covey (1968) 
BA, PhD, Stanford 



Associate Professor of English 

Professor of History 

Instructor in Economics 

Assistant Professor of Military Science 

Associate Professor of Education 
(On leave, 1985-86) 



Associate Professor of Business 



John D. Crihfield (1985) 

BA, Reed; MA, Chicago 

Richard H. Crocker (1983) 

BA, Hawaii; MA, Southern California 

Patricia M. Cunningham (1978) 

BA, Rhode Island; MS, Florida State; 
EdS, Indiana State; PhD, Georgia 

Sayeste A. Daser (1978) 

BA, Middle East Tech (Ankara); MS, Ege (Izmir); 
PhD, North Carolina (Chapel Hill) 

Huw M. L. Davies (1983) Assistant Professor of Chemistry 

BSc, University College (Cardiff); PhD, University of East Anglia 

Arun P. Dewasthali (1975) Associate Professor of Business 

BS, Bombay; MS, PhD, Delaware 

Ronald V. Dimock Jr. (1970) 

BA, New Hampshire; MS, Florida State; 
PhD, California (Santa Barbara) 

James H. Dodding (1979) 



Professor of Biology 



Visiting Lecturer in Theatre 
(Spring 1986) 



214 

Thomas E. Dougherty Jr. (1977) Adjunct Associate Professor of Religion 

BA, Wake Forest; MDiv, PhD, Southern Baptist Seminary (Part-time) 

Sharon E. Dowd (1984) Instructor in Religion 

MDiv, Southeastern Baptist Seminary (Part-time) 

Kim Driesbach (1985) Instructor in Accountancy 

BS, MAcc, Kansas State 

Robert H. Dufort (1961) Professor of Psychology 

BA, PhD, Duke 

John S. Dunkelberg (1983) Assistant Professor of Business 

BS, Clemson; MBA, PhD, South Carolina 

John R. Earle (1963) Professor of Sociology 

BA, Wake Forest; MA, PhD, North Carolina (Chapel Hill) 

Eddie V. Easley (1984) Professor of Business 

BS, Virginia; MS, PhD, Iowa 

C. Drew Edwards (1980) Adjunct Assistant Professor of Psychology 

BA, Furman; MA, Wake Forest; PhD, Florida State (Part-time) 

Tony H. Elavia (1982) Assistant Professor of Economics 

BA, MA, Baroda; PhD, Houston 

Carol Elbing (1982) Adjunct Associate Professor of Business 

BA, Minnesota; MA, State University of California (Sacramento); 
PhD, Washington (Seattle) 

Leo Ellison Jr. (1957) Associate Professor of Health 

BS, MS, Northwestern State and Sport Science 

Thomas M. Elmore (1962) Professor of Counseling Psychology 

BA, Wake Forest; MA, George Peabody; PhD, Ohio State (On leave, Fall 1985) 

Gerald W. Esch (1965) Professor of Biology 

BS, Colorado College; MS, PhD, Oklahoma 

Andrew V. Ettin (1977) Associate Professor of English 

BA, Rutgers; MA, PhD, Washington (St. Louis) 

Herman E. Eure (1974) Associate Professor of Biology 

BS, Maryland State; PhD, Wake Forest 

David K. Evans (1966) Associate Professor of Anthropology 

BS, Tulane; PhD, California (Berkeley) 

Robert H. Evans (1983) Assistant Professor of Education 

BA, Ohio Wesleyan; MS, New Hampshire; PhD, Colorado 

Stephen Ewing (1971) Associate Professor of Business 

BS, Howard Payne; MBA, Baylor; DBA, Texas Tech 

David L. Faber (1984) Visiting Assistant Professor of Art 

AA, Elgin; BFA, Northern Illinois; 
MFA, Southern Illinois 

Victor Faccinto (1981) Lecturer in Art 

BA, MA, California State (Sacramento) (Part-time) 



215 



Dennis M. Fahey (1985) Visiting Assistant Professor of Chemistry 

AB, Whitman; PhD, Washington State 



Phillippe R. Falkenberg (1969) 

BA, Queens (Ontario); PhD, Duke 



Associate Professor of Psychology 



Deborah Fanelli (1983) Instructor in Art 

BFA, Cleveland Institute of Art; MFA, Rhode Island School of Design 

Doranne Fenoaltea (1977) Associate Professor of Romance Languages 

BA, Mount Holyoke; AM, PhD, Harvard (On leave, 1985-86) 



Scott A. Fernald (1983) 
BA, Norwich 

Robert F. Ferrante (1982) 

BS, Villanova; PhD, Florida 

Jack D. Fleer (1964) 

BA, Oklahoma Baptist; MS, Florida State; 
PhD, North Carolina (Chapel Hill) 

Laura C. Ford (1984) 

BA, Wake Forest; EdM, JD, Virginia; MA, PhD, Princeton 



Assistant Professor of Military Science 

Assistant Professor of Chemistry 

Professor of Politics 



Doyle R. Fosso (1964) 

AB, Harvard; MA, Michigan; PhD, Harvard 

Ralph S. Fraser (1962) 

BA, Boston; MA, Syracuse; PhD, Illinois 

Donald E. Frey (1972) 

BA, Wesleyan; MDiv, Yale; PhD, Princeton 

Mary Campbell Frye (1984) 

BA, Fairmont; MA, West Virginia 

Caroline S. Fullerton (1969) 

BA, Rollins; MA, Texas Christian 



Associate Provost 

Professor of English 

Professor of German 

Professor of Economics 

Instructor in Romance Languages 

Lecturer in Theatre Arts 
(Part-time) 



Carol Gardner (1983) 

BA, Barnard; MA, PhD, Johns Hopkins 

Ivey C. Gentry (1949) 

BS, Wake Forest; BS, New York; MA, PhD, Duke 

J. Whitfield Gibbons (1971) 

BS, MA, Alabama; PhD, Michigan State 

Christopher Giles (1951) 

BS, Florida Southern; MA, George Peabody 

Kathleen Glenn (1974) 

BA, MA, PhD, Stanford 

Richard T. Godfrey (1981) 

BA, Chelsea School of Art (England) 

Thomas S. Goho (1977) 



Visiting Assistant Professor of English 

Professor of Mathematics 

Adjunct Professor of Biology 

Associate Professor of Music 

Professor of Romance Languages 

Lecturer in Art (London) 
(Part-time) 

Associate Professor of Business 



BS, MBA, Pennsylvania State; PhD, North Carolina (Chapel Hill) 



216 



Professor of History and Asian Studies 



Balkrishna Govind Gokhale (1960) 
BA, MA, PhD, Bombay 

Louis R. Goldstein (1979) Associate Professor of Music 

BM, Oberlin; MFA, California Institute of the Arts; DMA, Eastman 



Harold O. Goodman (1958) 
BA, MA, PhD, Minnesota 

Brian L. Gorelick (1984) 

BA, MA, Southern Methodist; MMus, Wisconsin 

Thomas F. Gossett (1967) 

BA, MA, Southern Methodist; PhD, Minnesota 

Paul M. Gross Jr. (1959) 

BS, Duke; PhD, Brown 

William H. Gulley (1966) 

BA, MA, PhD, North Carolina (Chapel Hill) 

Saguiv A. Hadari (1983) 

BA, Tel-Aviv; MA, PhD, Princeton 

David W. Hadley (1966) 

BA, Wake Forest; AM, PhD, Harvard 



Adjunct Professor of Biology 

Director of Choral Ensembles 

Professor of English 
(On leave, Fall 1985) 

Associate Professor of Chemistry 
Associate Professor of Sociology 

Assistant Professor of Politics 
Associate Professor of History 



Dorothy P. Hall (1983) 

BS, Worcester State; MEd, North Carolina (Greensboro) 



Instructor in Education 



Claire H. Hammond (1978) 

BA, Mary Washington; PhD, Virginia 

J. Daniel Hammond (1978) 

BA, Wake Forest; PhD, Virginia 

Emmett Willard Hamrick (1952) 

BA, North Carolina (Chapel Hill); PhD, Duke 

Phillip J. Hamrick Jr. (1956) 

BS, Morris Harvey; PhD, Duke 

James S. Hans (1982) 

BA, MA, Southern Illinois; PhD, Washington 

Hannah M. Hardgrave (1985) 

BA, Brown; MA, PhD, Chicago 

Katy J. Harriger (1985) 

BA, Edinboro State; MA, Connecticut 

Carl V. Harris (1956) 

BA, Wake Forest; BD, STM, Yale; PhD, Duke 

Catherine T. Harris (1980) 

AB, Lenoir Rhyne; MA, Duke; PhD, Georgia 

Lucille S. Harris (1957) 
BA, BM, Meredith 

Negley Boyd Harte (1978) 

BS, London School of Economics 



Assistant Professor of Economics 

Associate Professor of Economics 

Professor of Religion 

Professor of Chemistry 

Associate Professor of English 

Lecturer in Philosophy 
(Part-time) 

Instructor in Politics 

Professor of Classical Languages 

Associate Professor of Sociology 

Instructor in Music 
(Part-time) 

Lecturer in History (London) 
(Part-time, Fall 1985) 



217 

Elmer K. Hayashi (1973) Associate Professor of Mathematics 

BA, California (Davis); MS, San Diego State; PhD, Illinois 

Michael D. Hazen (1974) Associate Professor of Speech Communication 

BA, Seattle Pacific; MA, Wake Forest; PhD, Kansas 

Robert A. Hedin (1980) Visiting Lecturer in English 

BA, Luther; MFA, Alaska 

Roger A. Hegstrom (1969) Professor of Chemistry 

BA, St. Olaf; AM, PhD, Harvard 

Robert M. Helm (1940) Worrell Professor of Philosophy 

BA, Wake Forest; MA, PhD, Duke 

J. Edwin Hendricks (1961) Professor of History 

BA, Furman; MA, PhD, Virginia 

Marcus B. Hester (1963) Professor of Philosophy 

BA, Wake Forest; PhD, Vanderbilt 

Barbara S. Heusel (1985) Visiting Assistant Professor of English 

BA, Heidelburg; MA, Louisville; PhD, South Carolina 

David Allen Hills (1960) Associate Professor of Psychology 

BA, Kansas; MA, PhD, Iowa 

Willie L. Hinze (1975) Professor of Chemistry 

BS, MA, Sam Houston State; PhD, Texas A & M 

George Holzwarth (1983) Lecturer in Physics 

BA, Wesleyan; MS, PhD, Harvard 

Natalie A. Holzwarth (1983) Assistant Professor of Physics 

BS, Massachusetts Institute of Technology; PhD, Chicago 

Fred L. Horton Jr. (1970) Associate Professor of Religion 

BA, North Carolina (Chapel Hill); 
BD, Union Seminary; PhD, Duke 

William L. Hottinger (1970) Professor of Health and Sport Science 

BS, Slippery Rock; MS, PhD, Illinois 

Frederic T. Howard (1966) Professor of Mathematics 

BA, MA, Vanderbilt; PhD, Duke 

Michael L. Hughes (1984) Assistant Professor of History 

BA, Claremont; MA, PhD, California (Berkeley) 

Richard P. Hydell (1981) Assistant Professor of Economics 

BA, Oberlin; PhD, Massachusetts Institute of Technology 

Delmer P. Hylton (1949) Professor of Accountancy 

BS, MBA, Indiana; CPA, Indiana 

Kikuko T. Imamura (1985) Visiting Lecturer in Romance Languages 

Kyoto Women's College; BRE, RRA, Mennonite (Canada) (Part-time) 

Charles F. Jackels (1977) Associate Professor of Chemistry 

BChem, Minnesota; PhD, Washington (Part-time; On leave, 1985-86) 



218 



Susan C. Jackels (1977) 

BA, Carleton; PhD, Washington 

Mordecai J. Jaffe (1980) 

BS, CCNY; PhD, Cornell 

Patricia Adams Johansson (1969) 

BA, Winston-Salem State; MA, Wake Forest 

David J. John (1982) 

BS, Emory and Henry; MS, PhD, Emory 

W. Dillon Johnston (1973) 

BA, Vanderbilt; MA, Columbia; PhD, Virginia 

Catherine A. Jourdan (1981) 

BA, East Carolina; MEd, Wake Forest 



Associate Professor of Chemistry 
(Part-time; On leave, 1985-86) 

Babcock Professor of Botany 

Lecturer in English 

Associate Professor of Mathematics 

Professor of English 

Adjunct Instructor in Psychology 
(Part-time) 



Jay R. Kaplan (1981) Adjunct Assistant Professor of Anthropology 

BA, Swarthmore; MA, PhD, Northwestern 



Paul H. D. Kaplan (1980) 

BA, Hampshire; MA, PhD, Boston 

Charles H. Kennedy (1985) 

BA, Eckerd; AM, MPP, PhD, Duke 

Ralph C. Kennedy III (1976) 

BA, PhD, California (Berkeley) 

William C. Kerr (1970) 

BS, Wooster; PhD, Cornell 

James D. Kiper (1985) 

BS, Olivet Nazarene; MS, Ohio State 

EUen E. Kirkman (1975) 

BA, Wooster; MA, MS, PhD, Michigan State 

Robert Knott (1975) 

BA, Stanford; MA, Illinois; PhD, Pennsylvania 

Raymond E. Kuhn (1968) 

BS, Carson-Newman; PhD, Tennessee 

James Kuzmanovich (1972) 

BS, Rose Polytechnic; PhD, Wisconsin 



Hugo C. Lane (1973) 

Licenciate of the Biological Sciences, Doctorate of the 
Biological Sciences, Geneva 

Mark R. Leary (1985) 

BA, West Virginia Wesleyan; MA, PhD, Florida 

Win-chiat Lee (1983) 

BA, Cornell; MA, Princeton 

Susan Ruth Leonard (1983) 

BA, Long Island (C. W. Post Center); 
MA, North Carolina (Greensboro) 



Assistant Professor of Art 
(On leave, Spring 1986) 

Assistant Professor of Politics 

Associate Professor of Philosophy 

Professor of Physics 

Assistant Professor of Mathematics 

Associate Professor of Mathematics 

Associate Professor of Art 

Professor of Biology 
(On leave, Fall 1985) 

Professor of Mathematics 
Associate Professor of Biology 

Assistant Professor of Psychology 
Instructor in Philosophy 



Visiting Assistant Professor of Psychology 

(Part-time) 



219 



David B. Levy (1976) 

BM, MA, PhD, Eastman 

Charles M. Lewis (1968) 

BA, Wake Forest; PhD, Vanderbilt; ThM, Harvard 



Assistant Professor of Music 
Associate Professor of Philosophy 



Susan Mott Linker (1983) 

BA, North Carolina (Chapel Hill); 

MA, Wisconsin; PhD, North Carolina (Chapel Hill) 

John H. Litcher (1973) 

BS, Winona State; MA, PhD, Minnesota 

Dan S. Locklair (1982) Assistant Professor of Music 

BM, Mars Hill; SMM, Union Theological Seminary; DMA, Eastman 

Joyce Loland (1984) 

BA, Washington State; MA, Washington 



Visiting Assistant Professor 
of Romance Languages 

Professor of Education 



Instructor in Romance Languages 



Allan D. Louden (1977, 1985) 

BA, Montana State; MA, Montana 

Robert W. Lovett (1962, 1968) 

BA, Oglethorpe; MAT, PhD, Emory 



Instructor in Speech Communication 
and Theatre Arts 

Associate Professor of English 



Barry G. Maine (1981) Assistant Professor of English 

BA, Virginia; MA, PhD, North Carolina (Chr.pel Hill) 

Milorad R. Margitic (1978) Associate Professor of Romance Languages 

MA, Leiden (Netherlands); PhD, Wayne State 



Teri C. Marsh (1985) 

AB, MA, PhD, SUNY (Buffalo) 



Visiting Assistant Professor of 
Classical Languages 

Associate Professor of Accountancy 



Dale R. Martin (1982) 

BS, MS, Illinois State; DBA, Kentucky 

Gregorio C. Martin (1976) Associate Professor of Romance Languages 

Diplome, Salamanca (Spain); MA, PhD, Pittsburgh 



James A. Martin (1983) 

BA, Wake Forest; MA, Duke; PhD, Columbia 

George Eric Matthews Jr. (1979) 

BS, PhD, North Carolina (Chapel Hill) 

J. Gaylord May (1961) 

BS, Wofford; MA, PhD, Virginia 

Jo Whitten May (1972) 
BS, Virginia; 
MA, PhD, North Carolina (Greensboro) 

W. Graham May (1961) 

BS, Wofford; MA, PhD, Virginia 

Susan P. McCaffray (1985) 

BA, Wooster; MA, PhD, Duke 

James C. McDonald (1960) 

BA, Washington (St. Louis); MA, PhD, Missouri 



University Professor of Religion 

Associate Professor of Physics 

Professor of Mathematics 

Visiting Assistant Professor of 

Speech Communication 

(Part-time) 

Professor of Mathematics 

Assistant Professor of History 

Professor of Biology 



220 

Jill Jordan McMillan (1983) Assistant Professor of 

BA, Baylor; PhD, Texas Speech Communication 

Dolly A. McPherson (1974) Lecturer in English 

BA, Southern; MA, Boston 

Stephen Philip Messier (1981) Assistant Professor of 

BS, MS, Rhode Island; PhD, Temple Health and Sport Science 

Robert Erven Mielke (1982) Instructor in English 

BA, Marquette; MA, Duke 

Emily P. Miller (1983) Visiting Assistant Professor of English 

BA, MA, William and Mary; PhD, Virginia 

Joseph O. Milner (1969) Associate Professor of Education 

BA, Davidson; MA, PhD, North Carolina (Chapel Hill) 

Carlton T, Mitchell (1961) Professor of Religion 

BA, Wake Forest; BD, Yale; STM, Union Seminary; PhD, New York 

Diane Mitchell (1983) Lecturer in Education 

BA, Salem; MEd, Wake Forest; PhD, Duke (Part-time, Fall 1985) 

John C. Moorhouse (1969) Professor of Economics 

BA, Wabash; PhD, Northwestern 

Carl C. Moses (1964) Professor of Politics 

AB, William and Mary; MA, PhD, North Carolina (Chapel Hill) 

William M. Moss (1971) Associate Professor of English 

BA, Davidson; PhD, North Carolina (Chapel Hill) 

Susan M. Mraz (1984) Instructor in Romance Languages 

BA, Thiel; MA, West Virginia 

Reinhold Mueller (1984) Visiting Associate Professor of History (Venice) 

BA, St. Thomas; MA, PhD, Johns Hopkins (Part-time) 

Thomas E. Mullen (1957) Professor of History 

BA, Rollins; MA, PhD, Emory 

Kathleen D. Mullett (1985) Instructor in Education 

BA, Carlow 

Matthew P. Murray (1981, 1985) Lecturer in Romance Languages 

BA, Florida State; MA, Middlebury 

Rebecca Myers (1981) Instructor in Health and Sport Science 

BS, MA, Ball State 

Kathleen Neal (1985) Instructor in Economics 

BA, Wake Forest 

Henry C. Newell (1983) Assistant Professor of Military Science 

BS, Florida 

Candelas M. Newton (1978) Associate Professor of Romance Languages 

BA, Salamanca (Spain); MA, PhD, Pittsburgh 

Linda N. Nielsen (1974) Associate Professor of Education 

BA, MS, EdD, Tennessee 



221 

Ronald E. Noftle (1967) Professor of Chemistry 

BS, New Hampshire; PhD, Washington 

John W. Nowell (1945) Professor of Chemistry 

BS, Wake Forest; PhD, North Carolina (Chapel Hill) 

A. Thomas Olive (1961) Associate Professor of Biology 

BS, Wake Forest; MS, PhD, North Carolina State 

Gillian Rose Overing (1979) Associate Professor of English 

BA, Lancaster (England); MA, PhD, SUNY (Buffalo) 

Jeanne Owen (1956) Professor of Business Law 

BS, North Carolina (Greensboro); MCS, Indiana; JD, North Carolina (Chapel Hill) 

John E. Parker Jr. (1950) Professor of Education and 

BA, Wake Forest; MA, PhD, Syracuse Romance Languages 

Darwin R. Payne (1984) Adjunct Professor of Speech Communication 

BS, MFA, Southern Illinois and Theatre Arts 

(Part-time, Fall 1985) 

Willie Pearson, Jr. (1980) Associate Professor of Sociology 

BA, Wiley; MA, Atlanta; PhD, Southern Illinois (Carbondale) 

Philip J. Perricone (1967) Associate Professor of Sociology 

BS, MA, Florida; PhD, Kentucky 

Percival Perry (1939, 1947) Professor of History 

BA, Wake Forest; MA, Rutgers; PhD, Duke (On leave, Fall 1985) 

David A. Petreman (1981) Visiting Assistant Professor of 

BA, Illinois Wesleyan; MA, PhD, Iowa Romance Languages 

Elizabeth Phillips (1957) Professor of English 

BA, North Carolina (Greensboro); MA, Iowa; PhD, Pennsylvania 

Terisio Pignatti (1971) Visiting Professor of Art History (Venice) 

PhD, Padua (Part-time) 

Sheryl L. Postman (1984) Instructor in Romance Languages 

AB, Rider; MA, SUNY (Albany) 

Lee Harris Potter (1965) Professor of English 

BA, MA, PhD, North Carolina (Chapel Hill) 

Gregory D Pritchard (1968) Professor of Philosophy 

BA, Oklahoma Baptist; BD, Southern Baptist Seminary; PhD, Columbia 

Martin R. Province (1982) Assistant Director of Instrumental Ensembles 

BA, Wake Forest (On leave, 1985-86) 

Teresa Radomski (1977) Assistant Professor of Music 

BM, Eastman; MM, Colorado 

J. Don Reeves (1967) Professor of Education 

BA, Mercer; BD, ThM, Southern Baptist Seminary; EdD, Columbia 

W. Jack Rejeski Jr. (1978) Associate Professor of 

BS, Norwich; MA, PhD, Connecticut Health and Sport Science 



222 



Paul M. Ribisl (1973) Professor of Health and Sport Science 

BS, Pittsburgh; MA, Kent State; PhD, Illinois 



Stephen H. Richardson (1963) 

BA, California; MS, PhD, Southern California 

Charles L. Richman (1968) 

BA, Virginia; MA, Yeshiva; PhD, Cincinnati 

Leonard P. Roberge (1974) 

BA, New Hampshire; MA, Atlanta; EdD, Maine 

Ben P. Robertson (1983) 

BA, Maryland; MA, Brown 

Linda B. Robertson (1983) 

BA, Rice; MA, PhD, Brown 

Mary Frances Robinson (1952) 

BA, Wilson; MA, PhD, Syracuse 

Eva Marie Rodtwitt (1966) 

Can Philol, Oslo (Norway) 

John E. Rowland (1982) 

BA, William Jennings Bryan College; AM, Indiana 



Adjunct Professor of Biology 

Professor of Psychology 

Associate Professor of Education 

Instructor in Anthropology 
(Part-time) 

Assistant Professor of Anthropology 
(Part-time) 

Professor of Romance Languages 

Lecturer in Romance Languages 

Visiting Assistant Professor of 
Classical Languages 



Wilmer D. Sanders (1954, 1964) 

BA, Muhlenberg; MA, PhD, Indiana 

Jennifer Sault (1984) 
BA, Wake Forest 

John W. Sawyer (1956) 

BA, MA, Wake Forest; MA, PhD, Missouri 



Professor of German 

Instructor in Romance Languages 
(Part-time) 

Professor of Mathematics 



James Ralph Scales (1967) Worrell Professor of Anglo-American Studies 

BA, Oklahoma Baptist; MA, PhD, Oklahoma; 
LittD, Northern Michigan, Belmont Abbey; LLD, Alderson-Broadus, Duke 



Donald O. Schoonmaker (1965) 

BA, Wake Forest; MA, PhD, Princeton 

Marianne A. Schubert (1979) 

BA, Dayton; MA, PhD, Southern Illinois 

Richard D. Sears (1964) 

BA, Clark; MA, PhD, Indiana 

Ben M. Seelbinder (1959) 



Professor of Politics 

Adjunct Instructor in Psychology 
(Part-time) 

Professor of Politics 
Professor of Mathematics 



BA, Mississippi Delta State; MA, PhD, North Carolina (Chapel Hill) 

Instructor in English 



Emily Seelbinder (1985) 

BA, Hollins; MA, North Carolina (Chapel Hill) 

Timothy F. Sellner (1970) 

BA, Michigan; MA, Wayne State; PhD, Michigan 



Associate Professor of German 



Dudley Shapere (1984) 

BS, MS, PhD, Harvard 



Reynolds Professor of Philosophy and 
History of Science 



223 



Bynum G. Shaw (1965) 
BA, Wake Forest 



Professor of Journalism 



Howard W. Shields (1958) Professor of Physics 

BS, North Carolina (Chapel Hill); MS, Pennsylvania State; PhD, Duke 



Robert N. Shorter (1958) 

BA, Union College; MA, PhD, Duke 

Wayne L. Silver (1985) 

BA, Pennsylvania; PhD, Florida State 

Michael L. Sinclair (1968) 

BA, Wake Forest; AM, PhD, Stanford 

David L. Smiley (1950) 

BA, MA, Baylor; PhD, Wisconsin 

Daniel F. Smith (1982) 

BA, MS, SUNY (Albany) 

J. Howell Smith (1965) 

BA, Baylor; MA, Tulane; PhD, Wisconsin 

Kathleen B. Smith (1981) 

BA, Baldwin-Wallace; MA, PhD, Purdue 



Professor of English 
Assistant Professor of Biology 
Associate Professor of History 
Professor of History 
Professor of Military Science 
Associate Professor of History 
Associate Professor of Politics 
Associate Professor of Art 



Margaret Supplee Smith (1979) 

BS, Missouri; MA, Case Western Reserve; PhD, Brown 

Margaret L. Snook (1984) Assistant Professor of Romance Languages 

BS, Southern Connecticut State; MA, PhD, Illinois 



Cecilia H. Solano (1977) 

BA, Harvard; MA, PhD, Johns Hopkins 

DeLeon E. Stokes (1982) 

BA, Duke; MBA, Michigan; CPA, North Carolina 



Associate Professor of Psychology 

Lecturer in Accountancy 
(Part-time) 



David H. Stroupe (1984) Instructor in Health and Sport Science 

BS, Wake Forest; MAT, North Carolina (Chapel Hill) 



Anna-Vera Sullam (1972) 
BA, Padua 



Instructor in Romance Languages (Venice) 

(Part-time) 



Robert L. Sullivan (1962) 

BA, Delaware; MS, PhD, North Carolina State 

Timothy P. Summers (1985) 
BA, MBA, West Virginia 

John D. Sykes Jr. (1982) 

BA, Wake Forest; MA, Chicago; MA, Virginia 



Professor of Biology 
Instructor in Business 



Instructor in Religion 
(Part-time) 



Charles H. Talbert (1963) 
BA, Howard; 
BD, Southern Baptist Seminary; PhD, Vanderbilt 

Ian M. Taplin (1985) 

The College of Architecture of Oxford University; 
BA, York; MPhil, Leicester 



Professor of Religion 
(On leave, Spring 1986) 

Assistant Professor in Sociology 



224 



Thomas C. Taylor (1971) 

BS, MA, North Carolina (Chapel Hill); 
PhD, Louisiana State; CPA, North Carolina 

Harold C. Tedford (1965) 

BA, Ouachita; MA, Arkansas; PhD, Louisiana State 

Stanton K. Tefft (1964) 

BA, Michigan State; MS, Wisconsin; PhD, Minnesota 

Olive S. Thomas (1978) 

BS, Wake Forest; MBA, North Carolina (Greensboro); 
CPA, North Carolina 

Stan J. Thomas (1983) 

BS, Davidson; PhD, Vanderbilt 

William Albert Thomas (1983) 

BA, Hamilton; MS, PhD, Princeton 



Professor of Accountancy 

Professor of Theatre Arts 

Professor of Anthropology 

Lecturer in Business 



Assistant Professor of Mathematics 

Assistant Professor of Biology 

Professor of Romance Languages 
(On leave, Spring 1986) 



Anne S. Tillett (1956, 1960) 

BA, Carson-Newman; MA, Vanderbilt; 
PhD, Northwestern 

Lowell R. Tillett (1956) 

BA, Carson-Newman; MA, Columbia; 
PhD, North Carolina (Chapel Hill) 

Richard J. Tirrell (1977) 

BS, Purdue; MS, Kansas State 

Harry B. Titus Jr. (1981) 

BA, Wisconsin (Milwaukee); MFA, PhD, Princeton 

Ralph B. Tower (1980) Associate Professor of Accountancy 

BA, PhD, North Carolina (Chapel Hill); MBA, Cornell 

George William Trautwein (1983) Director of Instrumental Ensembles 

BMus, Oberlin; MMus, Cleveland Institute; MusD, Indiana 



Professor of History 
(On leave) 



Visiting Lecturer in Education 
(Part-time, Fall 1985) 

Assistant Professor of Art 



Jimmy Turner (1985) 

AS, Danville Community; BS, Averett; MS, Wake Forest 

Catherine L. Turrill (1985) 

BA, Drew; MA, Delaware 



Instructor in Chemistry 



Instructor in Art 



Robert W. Ulery Jr. (1971) 
BA, MA, PhD, Yale 

Robert L. Utley Jr. (1978) 

BA, Wake Forest; MA, PhD, Duke 



Associate Professor of Classical Languages 
Associate Professor of Humanities 



Professor of Mathematics 
Professor of Economics 



Marcellus E. Waddill (1962) 

BA, Hampden-Sydney; MA, PhD, Pittsburgh 

J. Van Wagstaff (1964) 

BA, Randolph-Macon; MBA, Rutgers; PhD, Virginia 

Helen D. Warren (1984) Instructor in Speech Communication and 

BFA, Pennsylvania State; MFA, Ohio State Theatre Arts 

(Part-time) 



225 

Mary R. Wayne (1980) Lecturer in Speech Communication and 

BFA, Pennsylvania State; MFA, Ohio State Theatre Arts 

(Part-time) 

David S. Weaver (1977) Associate Professor of Anthropology 

BA, MA, Arizona; PhD, New Mexico 

Peter D. Weigl (1968) Professor of Biology 

BA, Williams; PhD, Duke 

Kari Weil (1985) Visiting Assistant Professor of 

BA, Cornell; MA, PhD, Princeton Romance Languages 

Janice Hall Weiss (1984) Instructor in Health and Sport Science 

BA, MA, North Carolina (Chapel Hill) 

Byron R. Wells (1981) Assistant Professor of Romance Languages 

BA, MA, Georgia; PhD, Columbia 

Larry E. West (1969) Associate Professor of German 

BA, Berea; PhD, Vanderbilt 

Alan J. Williams (1974) Associate Professor of History 

BA, Stanford; PhD, Yale 

David C. Williams (1982) Instructor in Speech Communication 

BA, MA, North Carolina (Chapel Hill) and Theatre Arts 

(Part-time) 

George P. Williams (1958) Professor of Physics 

BS, Richmond; MS, PhD, North Carolina (Chapel Hill) 

John E. Williams (1959) Professor of Psychology 

BA, Richmond; MA, PhD, Iowa 

Richard T. Williams (1985) Reynolds Professor of Physics 

BS, Wake Forest; MA, PhD, Princeton 

Edwin Graves Wilson (1946, 1951) Professor of English 

BA, Wake Forest; AM, PhD, Harvard 

Donald H. Wolfe (1968) Professor of Theatre Arts 

BS, MS, Southern Illinois; PhD, Cornell 

Frank B. Wood (1971) Adjunct Associate Professor of Psychology 

BA, MA, Wake Forest; (Part-time) 

MDiv, Southeastern Baptist Seminary; PhD, Duke 

John H. Wood (1985) Reynolds Professor of Economics 

BS, Ohio; MA, Michigan State; PhD, Purdue 

Ralph C. Wood Jr. (1971) Associate Professor of Religion 

BA, MA, East Texas State; MA, PhD, Chicago 

J. Ned Woodall (1969) Professor of Anthropology 

BA, MA, Texas; PhD, Southern Methodist 

Stuart Wright (1983) Lecturer in Education 

BA, MA, MAEd, Wake Forest (Part-time) 

Raymond L. Wyatt (1956) Professor of Biology 

BS, Wake Forest; MA, PhD, North Carolina (Chapel Hill) 



226 



W. Buck Yearns Jr. (1945) Professor of History 

BA, Duke; MA, Georgia; PhD, North Carolina (Chapel Hill) 

Richard L. Zuber (1962) 

BS, Appalachian; MA, Emory; PhD, Duke 



Professor of History 




227 

Emeriti 



Dates following names indicate period of service 



Harold M. Barrow (1948-1977) Professor Emeritus of Physical Education 

BA, Westminster; MA, Missouri; PED, Indiana 

Dalma Adolph Brown (1941-1973) Professor Emeritus of English 

BA, MA, North Carolina (Chapel Hill) 

Germaine Bree (1973-1985) Kenan Professor Emerita of Humanities 

Licence, EES, Agregation, Paris; LittD, Smith, Mount Holyoke, 
Alleghany, Duke, Oberlin, Dickinson, Rutgers, Wake Forest, 
Brown, Wisconsin (Milwaukee), New York, Massachusetts, 
Kalamazoo, Washington (St. Louis), University of the South, 
Boston College, Wisconsin (Madison); LHD, Wilson, Colby, 
Michigan, Davis and Elkins; LLD, Middlebury 

Ruth F. Campbell (1962-1974) Professor Emerita of Spanish 

BA, North Carolina (Greensboro); MA, North Carolina (Chapel Hill); 
PhD, Duke 

Marjorie Crisp (1947-1977) Associate Professor Emerita 

BS, Appalachian; MA, George Peabody of Physical Education 

Hugh William Divine (1954-1979) Professor Emeritus of Eaw 

BS, Georgia; MA, Louisiana State; JD, Emory; 
LLM, SJD, Michigan 

Robert Allen Dyer (1956-1983) Professor Emeritus of Religion 

BA, Louisiana State; ThM, PhD, Southern Baptist Seminary 

J. Allen Easley (1928-1963) Professor Emeritus of Religion 

BA, Furman; ThM, Southeastern Baptist Seminary; DD, Furman 

Walter S. Flory (1963-1980) Babcock Professor Emeritus of Biology 

BA, Bridgewater; MA, PhD, Virginia; ScD, Bridgewater 

George J. Griffin (1948-1981) Professor Emeritus of Religion 

BA, Wake Forest; ThB, Southern Baptist Seminary; BD, Yale; 
PhD, Edinburgh 

Ysbrand Haven (1965-1983) Professor Emeritus of Physics 

Candidate, Doctorandus, Doctor, Rijks (Netherlands) 

Ralph Cyrus Heath (1954-1969) Professor Emeritus of Marketing 

BA, Princeton; MBA, DBA, Indiana 

Owen F. Herring (1946-1963) Professor Emeritus of Religion 

BA, MA, Wake Forest; ThM, ThD, Southeastern Baptist Seminary; 
DD, Georgetown 

Lois Johnson (1942-1963) Dean of Women Emerita 

BA, Meredith; MA, North Carolina (Chapel Hill) 

Alonzo W Kenion (1956-1983) Professor Emeritus of English 

BA, MA, PhD, Duke 



228 

Harry L. King Jr. (1960-1981) Professor Emeritus of Romance Languages 

BA, Richmond; MA, PhD, North Carolina (Chapel Hill) 

Robert E. Lee (1946-1977) Professor Emeritus of Law and 

BS, LLD, Wake Forest; Dean Emeritus of the School of Law 

MA, Columbia; LLM, SJD, Duke 

Jasper L. Memory Jr. (1929-1971) Professor Emeritus of Education 

BA, Wake Forest; MA, Columbia 

Harry B. Miller (1947-1983) Professor Emeritus of Chemistry 

BS, PhD, North Carolina (Chapel Hill) 

James C. O'Flaherty (1947-1984) Professor Emeritus of German 

BA, Georgetown; MA, Kentucky; PhD, Chicago 

Clarence H. Patrick (1946-1978) Professor Emeritus of Sociology 

BA, Wake Forest; BD, Andover Newton; PhD, Duke 

Herman J. Preseren (1953-1983) Professor Emeritus of Education 

BS, California State (Pennsylvania); MA, Columbia; 
PhD, North Carolina (Chapel Hill) 

Beulah L. Raynor (1946-1979) Associate Professor Emerita of English 

BA, East Carolina; MA, Wake Forest 

Albert C. Reid (1917-18; 1920-1965) Professor Emeritus of Philosophy 

BA, MA, Wake Forest; PhD, Cornell 

C. H. Richards Jr. (1952-1985) Professor Emeritus of Politics 

BA, Texas Christian; MA, PhD, Duke 

Paul S. Robinson (1952-1977) Professor Emeritus of Music 

BA, Westminster; BM, Curtis; MSM, DSM, Union Seminary 

James Ralph Scales (1967-1983) President Emeritus 

BA, Oklahoma Baptist; MA, PhD, Oklahoma; 
LittD, Northern Michigan, Belmont Abbey; 
LLD, Alderson-Broaddus; LLD, Duke 

Richard L. Shoemaker (1950-1982) Professor Emeritus of 

BA, Colgate; MA, Syracuse; PhD, Virginia Romance Languages 

Blanche C. Speer (1972-1984) Associate Professor Emerita of Linguistics 

BA, Howard Payne; MA, PhD, Colorado 

Henry Smith Stroupe (1937-1984) Professor Emeritus of History 

BS, MA, Wake Forest; PhD, Duke 

Harold Wayland Tribble (1950-1967) President Emeritus 

BA, Richmond; ThM, ThD, Southern Baptist Seminary; 
MA, Louisville; PhD, Edinburgh; DD, Stetson; 
LLD, Union, Wake Forest, Richmond, Duke, North Carolina (Chapel Hill) 

Carlton P. West (1928-1975) Librarian Emeritus 

BA, Boston; MA, Yale; BA in LS, North Carolina (Chapel Hill) 



229 

The Committees of the Faculty 

September 1, 1986 

The terms of members, except where otherwise shown, expire on August 31 of 
the year indicated. Each committee selects its own chair except where the chair is 
designated. All members of a committee vote except as otherwise indicated. 

EXECUTIVE COMMITTEES 

The Committee on Academic Affairs 

Non-voting. Dean of Students, Associate Dean, Assistant Dean, a designated member 
of the administrative staff, and one undergraduate student. Voting. Dean of the 
College; 1989 Maxine L. Clark, Howard W. Shields; 1988 John L. Andronica, Ralph S. 
Fraser; 1987 Julian C. Burroughs, Leo Ellison Jr.; and one undergraduate student. 

The Committee on Admissions 

Non-voting. Director of Admissions, one member from the administrative staff of 
the Office of the Dean of the College, and one undergraduate student. Voting. Dean 
of the College; 1989 Willie Pearson Jr., Harold C. Tedford; 1988 Susan H. Borwick, 
Candelas M. Newton; 1987 Deborah L. Best, Stephen Ewing; and one undergraduate 
student. 



The Committee on Scholarships and Student Aid 

Non-voting. One undergraduate student. Voting. Dean of the College, Director of 
Admissions and Financial Aid, one member from the administrative staff of the 
Office of the Dean of the College; 1989 Louis R. Goldstein, Eva M. Rodtwitt; 1988 
Susan C. Jackels, Gillian R. Overing; 1987 Thomas S. Goho, Frederic T Howard; 
and one undergraduate student. 



The Committee on Curriculum 

Voting. Provost, Dean of the College, Dean of the School of Business and Accoun- 
tancy, Registrar, and the chairperson of each department of the College as follows: 
Division I. Art, Classical Languages, English, German, Music, Romance Languages, 
Speech Communication and Theatre Arts, Division II. Biology, Chemistry, Health 
and Sport Science, Mathematics, Physics. Division III. Education, History, Military 
Science, Philosophy, Religion. Division IV. Anthropology, Economics, Politics, 
Psychology, Sociology. (School of Business and Accountancy is included in Division 
IV for administrative purposes.) 



230 

ADVISORY COMMITTEES 

The Committee on Academic Planning 

Non-voting. Provost, Dean of the School of Business and Accountancy, and one 
undergraduate student. Voting. Dean of the College, Director of Libraries, one 
undergraduate student, and 1990 Nina S. Allen, Larry E. West; 1989 Emmett W. 
Hamrick, Donald O. Schoonmaker; 1988 William C. Kerr, Andrew V. Ettin; 1987 
Ralph C. Kennedy, Charles L. Richman. 

The Committee on Athletics 

Non-voting. Director of Athletics. Voting. Vice President and Treasurer, Dean of the 
College, faculty representative to the Atlantic Coast Conference, and 1991 Eddie V. 
Easley Linda N. Nielsen; 1990 James Kuzmanovich, Deborah L. Best; 1989 William L. 
Hottinger, Charles L. Talbert; 1988 John A. Carter Jr., David W Catron; 1987 
Robert W Brehme, Joseph O. Milner. 

The Committee on Institutional Planning 

Non-voting. Provost, Vice President and Treasurer, Vice President for Administra- 
tion and Planning, and one undergraduate student. Voting. Dean of the College, 
Dean of the School of Business and Accountancy, one undergraduate student, and 
1990 David J. John, Byron R. Wells; 1989 John W Angell, Kathleen B. Smith; 1988 
Ellen E. Kirkman, Paul H. D. Kaplan; 1987 Michael L. Sinclair, J. Ned Woodall, 
Leon P. Cook. 

The Committee on Nominations 

Voting. 1989 Donald E. Frey, Kathleen Glenn, Ralph B. Tower; 1988 Nancy J. Cotton, 
Donald H. Wolfe; 1987 Shasta M. Bryant, Marcellus E. Waddill. 

The Committee on Library Planning 

Non-voting. Provost, Dean of the Graduate School, one faculty representative from 
the Committee on Academic Planning, and one undergraduate student. Voting. One 
faculty representative from each academic department of the College, Dean of the 
College, one faculty representative from the School of Business and Accountancy, 
the Director of Libraries, and one undergraduate student. 



SPECIAL COMMITTEES 

The Committee on Publications 

Voting. Dean of the College, Vice President and Treasurer, Director of Communica- 
tions, three faculty advisers of Old Gold and Black, The Student, and the Howler; and 
1989 Harry B. Titus Jr.; 1988 W Dillon Johnston; 1987 Carl V Harris. 



231 



The Committee for Teacher Education 

Voting. Dean of the College, Dean of the Graduate School, chairperson of the Depart- 
ment of Education, and 1989 Michael L. Hughes, Charles F. Jackels; 1988 Milorad R. 
Margitic, Stephen P. Messier; 1987 Kathleen B. Smith, Doranne Fenoaltea. 

The Committee on Honors 

Non-voting. One student from the College. Voting. Dean of the College, the Coor- 
dinator of the Honors Program, one student from the College, and 1990 Saguiv A. 
Hadari; 1989 Gary A. Cook; 1988 John E. Collins; 1987 Ronald E. Noftle. 

The Committee of Lower Division Advisers 

Non-voting. Dean of the College, chairperson of the Lower Division Advisers, and 
members of the faculty who are appointed as advisers to the Lower Division. 

The Committee on Orientation 

Dean of the College, chairperson of the Lower Division Advisers, who shall serve 
as chairperson, Dean of Students, a designated member of the administrative staff, 
President of the Student Government or a representative, and other persons from 
the administration and student body whom the chair shall invite to serve. 

The Committee on Records and Information 

Non-voting. Registrar. Voting. Dean of the College, Archivist, who shall be secretary, 
Vice-chairperson of the Faculty, Secretary of the Faculty, and 1989 John R. Earle; 

1988 Umit Akinc; 1987 Marcus B. Hester. 

The Committee on Open Curriculum 

Dean of the College; 1990 Stephen B. Boyd, a second faculty member to be 
appointed; 1989 Dan S. Locklair, David A. Hills; 1988 Carole L. Browne, Patricia M. 
Cunningham; 1987 Andrew V. Ettin, J. Daniel Hammond. 

The Committee for the ROTC 

Voting. Dean of the College, ROTC Coordinator, Professor of Military Science, and 

1989 Timothy F. Sellner; 1988 Hugo C. Lane; 1987 Dale R. Martin. 



JOINT FACULTY/ADMINISTRATION COMMITTEES 

The Joint Admissions Committee 

Dean of the College, Director of Admissions and Financial Aid, Provost, Deborah L. 
Best, Dolly A. McPherson, Stephen Ewing. 



232 

The Judicial Council 

Administration. 1988 To be appointed; 1987 William S. Hamilton; Alternate. 1989 
Patricia A. Johansson. Faculty. 1991 Carl C. Moses; 1990 J. Howell Smith; 1989 
Raymond L. Wyatt; 1988 Alan J. Williams; 1987 Carlton T. Mitchell. Alternate. 1989 
Kathleen B. Smith. Two students from the College and one student alternate. 

The Committee on Student Life 

Dean of the College or his designate, Dean of Students, a designated member of 
the administration; 1989 Claire H. Hammond; 1988 W. Jack Rejeski; 1987 Peter D. 
Weigle; and three undergraduate students. 



OTHER FACULTY ASSIGNMENTS 
Faculty Advisers to the Honor Council 

1989 To be appointed; 1988 Robert N. Shorter; 1987 James S. Hans. 
Faculty Advisers to the Student Judicial Board 

1989 To be appointed; 1988 John H. Litcher; 1987 H. Kenneth Bechtel 

Faculty Marshals 

John V. Baxley, Richard D. Carmichael, Carlton T. Mitchell, Mary Frances Robinson 



UNIVERSITY SENATE 

President, Provost, Vice President for Medical Affairs, Vice President and Treasurer, 
Vice President for University Relations, Vice President for Administration and 
Planning, Dean of the College, Dean of the School of Business and Accountancy, 
Dean of the Graduate School, Dean of the School of Law, Dean of the Babcock 
Graduate School of Management, Dean of the Bowman Gray School of Medicine, 
Director of Libraries, and tne following: 

Representatives of the College: 1990 Elmer K. Hayashi, Richard D. Sears; 1989 David W. 
Hadley, J. Don Reeves; 1988 Paul M. Ribisl, J. Ned Woodall; 1987 Margaret S. Smith, 
John E. Williams. 

Representatives of the School of Business and Accountancy: 1989 Arun P. Dewasthali; 
1987 Thomas Goho. 

Representatives of the Graduate School: 1989 Deborah L. Best; 1988 Elizabeth Phillips; 
1987 Ronald E. Noftle. 

Representatives of the School of Law: 1988 To be appointed; 1987 Joel M. Eichengrun. 

Representatives of the Babcock Graduate School of Management: 1989 J. Timothy Heames; 
1987 Donald L. Wallace. 

Representatives of the Bowman Gray School of Medicine: 1990 To be appointed; 1989 
Inglis J. Miller Jr.; 1988 Hyman B. Muss; 1987 Richard B. Patterson. 



233 



OTHER COMMITTEES 

Equal Opportunity Advisory Committee 

Patricia L. Adams, Edgar D. Christman, James L. Ferrell, Ross A. Griffith, G. Eugene 
Hooks, Jean B. Hopson, Julian Keith Jr., Norman N. Klase, R. Suzette Leftwich, 
Harold S. Moore, Thomas E. Mullen, Willie Pearson Jr., Charles L. Richman, 
Charles P. Rose, Marianne Schubert, Sally Schumacher, Margaret S. Smith, Nat E. 
Smith, Thomas C. Taylor, Richard K. Watts, Velma G. Watts, Strick Woods. 

University Grievance Committee 

College. To be appointed; 

Graduate School, 1989 David W. Catron, Arnold S. Kreger, (alternate); 

School of Law. 1990 David A. Logan, H. Miles Foy, (alternate); 

Babcock Graduate School of Management. 1988 Michael L. Rice, Melvin J. Steckler, 

(alternate); 

Bowman Gray. 1987 Walter J. Bo, Henry S. Miller Jr., (alternate). 

Institutional Review Board 

Grants and Contracts Officer, University Counsel (consultant), and 1989 Four 
members to be appointed; 1988 John Earle, Dennis Lynch, Linda Nielsen; 1987 
Carole L. Browne, John E. Collins, W. Jack Rejeski. 




234 



Index 



Academic Awards, 25 

Academic Calendar, 2 

Accountancy, 181 

Accreditation, 12 

Administration, 202 

Admission Deposit, 31, 33 

Admission Requirements, 30 

Advanced Placement, 32 

Advising, 35 

Anthropology, 70 

Application for Admission, 30 

Applied Music Fees, 34 

Art, 74 

Art History, 74 

Artists Series, 27 

Asian Studies, 78 

Athletic Awards, 26 

Athletic Scholarships, 26 

Athletics, 26 

Attendance Requirements, 36 

Auditing, 37 

Babcock Graduate School of 

Management, 10 
Basic Course Requirements, 60 
Biology, 79 

Board of Trustees, 198 
Board of Visitors, 199 
Bowman Gray School of Medicine, 8 
Buildings and Grounds, 9 
Business, 179 

Business and Accountancy, 8, 177 
Calendar, 2 
Campus Ministry, 27 
Carswell Scholarships, 44 
Case Referral Panel, 23 
Charges, 31, 32, 33, 34 
Chemistry, 84 
Chinese, 164 
Class Attendance, 36 
Classical Languages, 86 
Classics, 89 
Classification, 36 
CLEP, 32 



College History and Development, 15 

Combined Degrees, 66 

Committees of the Faculty, 229 

Computer Center, 11 

Computer Science, 123 

Concessions, 54 

Course Numbers, 70 

Course Repetition, 40 

Courses of Instruction, 70 

Cultural Activities, 27 

Dance, 110 

Dean's List, 39 

Debate, 27 

Degree Requirements, 56 

Degrees, 59 

Degrees Conferred, 183 

Dentistry Degree, 68 

Dijon Semester, 57, 159 

Distinctions, 39 

Divisional Course Requirements, 60 

Double Majors, 63 

Dropping a Course, 37 

Early Decision, 31 

Eastern European Studies, 65 

Economics, 90 

Education, 94 

Educational Planning, 28 

Emeriti, 227 

Engineering Degree, 68 

English, 100 

Enrollment, 195 

Examinations, 38 

Exchange Scholarships, 52 

Expenses, 32 

Faculty, 211 

Fees, 33 

Fields of Study, 59 

Financial Aid, 43 

Food Services, 33 

Foreign Area Studies, 65 

Forestry and Environmental Studies 

Degree, 69 
Fraternities, 24 



235 



French, 156 

French Semester, 57, 159 

Geographical Distribution, 196 

German, 106 

German Studies, 65 

Grade Reports, 39 

Grading System, 38 

Graduate School, 8 

Graduation Distinctions, 39 

Graduation Requirements, 59 

Greek, 87 

Handicapped Students, Admission, 31 

Hankins Scholarships, 44 

Health and Sport Science, 108 

Health and Sport Science 

Requirement, 108 
Health Service, 29 
Hebrew, 155 
Hindi, 164 
History, 113 
Honor Code, 22 
Honor Council, 23 
Honor Societies, 25, 193 
Honors Study, 56, 119 
Housing, 35 
Humanities, 117 
Incomplete Grades, 38 
Independent Study, 56 
Indian Semester, 58 
Intercollegeiate Athletics, 26 
Interdisciplinary Honors, 119 
Interdisciplinary Minors, 63 
Interfraternity Council, 24 
Intersociety Council, 24 
Intramural Athletics, 26 
Italian, 164 
Italian Studies, 65 
Joint Majors, 63 
Journalism, 102 
Judicial Board, 23 
Latin, 88 

Latin American Studies, 65 
Law Degree, 66 
Law School, 8 
Libraries, 10 
Loans, 53 



London Semester, 57 

Majors, 59, 62 

Management School, 8 

Mathematical Economics, 90, 123 

Mathematics, 122 

Maximum Number of Courses, 63 

Medical School, 8 

Medical Sciences Degree, 66 

Medical Technology Degree, 67 

Microbiology Degree, 68 

Military Science, 126 

Ministerial Concessions, 54 

Minor in Cultural Resource 

Preservation, 63 
Minor in Women's Studies, 64 
Minors, 63 

Mortar Board, 25, 193 
Music, 127 
Music Education, 131 
Music Ensemble, 131 
Music History, 129 
Music Theory, 128 
Natural Sciences, 134 
North Carolina Student 

Incentive Grants, 48 
Omicron Delta Kappa, 25, 193 
Open Curriculum, 56 
Orientation, 35 
Part-Time Students, 36 
Pass/Fail Grades, 39 
Pell Grants, 51 
Phi Beta Kappa, 25, 193 
Philosophy, 134 
Physician Assistant Program 

Degree, 67 
Physics, 138 
Placement Service, 28 
Politics, 141 
Probation, 40 
Procedures, 30 
Professional Fraternities, 24 
Professional Schools, 8 
Proficiency in English 

Language, 61 
Psychological Services, 28 
Psychology, 146 



236 



Publications, 27 

Purpose, 14 

Radio Stations, 27 

Radio/Television/Film, 173 

Readmission Requirements, 41 

Recognition, 12 

Refunds, 34 

Registration, 36 

Religion, 150 

Religious Activities, 27 

Repetition of Courses, 40 

Requirements for Continuation, 40 

Requirements for Degrees, 59 

Residence Council, 24 

Residence Hall Charges, 33, 35 

Residential Language Centers, 56 

Reynolds Scholarships, 43 

Romance Languages, 155 

Room Charges, 33, 35 

ROTC, 126 

Russian, 108 

Salamanca Semester, 57, 163 

Salem College Study, 57 

Scholarships, 43 

School of Business and Accountancy, 

177 
School of Business and Accountancy, 

Advisory Council, 201 
Senior Testing, 65 
Societies, Social, 24 
Sociology, 166 
Spanish, 160 



Spanish Semester, 57, 163 
Spanish Studies, 65 
Special Programs, 56 
Speech Communication, 170 
Student/Student Spouse 

Employment, 54 
Student Government, 22 
Student Legislature, 22 
Student Life, 22 
Student Publications, 27 
Student Union, 23 
Studio Art, 77 
Study Abroad, 57 
Summer Session, 42 
Summer Study Elsewhere, 42 
Teaching Area Requirements, 95 
Theatre Arts, 173 
Transcripts, 39 
Transfer Credit, 32, 42 
Trustees, 198 
Tuition, 33 

Undergraduate Schools, 13 
University, 8 
Vehicle Registration, 34 
Venice Semester, 57, 164 
Veteran Benefits, 54 
Visitors, 199 
WAKE-AM, 27 
WFDD-FM, 27 

Withdrawal from the College, 38 
Women's Residence Council, 24 
Work/Study Program, 51 



Bulletins of Wake Forest University 



The Undergraduate Schools 

Director of Admissions and Financial Aid 

7305 Reynolda Station 

Winston-Salem, North Carolina 27109 

919-761-5201 

The Graduate School 

Dean of the Graduate School 

7487 Reynolda Station 

Winston-Salem, North Carolina 27109 

919-761-5301 

The School of Law 

Director of Admissions 

7206 Reynolda Station 

Winston-Salem, North Carolina 27109 

The Babcock Graduate School of Management 

Director of Admissions 

7659 Reynolda Station 

Winston-Salem, North Carolina 27109 

919-761-5422 

The Bowman Gray School of Medicine 

Associate Dean for Admissions 

300 Hawthorne Road 

Winston-Salem, North Carolina 27109 

919-748-4265 

The Summer Session 

Dean of the Summer Session 

7293 Reynolda Station 

Winston-Salem, North Carolina 27109 

Terry Hydell, Editor 



Wake Forest administers all educational and employment activities without discrimination 
because of race, color, religion, national origin, age, handicap, or sex except where exempt. 




Director of Admissions 
Wake Forest University 
Winston-Salem, North Carolina 27109 



Second Class Postage Paid 

Winston-Salem, North Carolina 

UPS 078-320